pd august nps
TRANSCRIPT
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SOLOA Taxonomy for Teaching and
Learning
Structure of Observed Learning Outcomes
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SOLO - Background
• 2 Australian academics – John Biggs and Kevin Collis 1982
http://www.johnbiggs.com.au/academic/solo-taxonomy/
• New Zealand• Deb Masters and John Hattie• Pam Hook resources, blog, Wiki, Twitterhttp://pamhook.com/
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Advantages
• Describes learning progression• Reliability • Useful in moderation processes• Resources• Useful for self and peer assessment – 5 year olds plus• Theory about teaching and learning• Ascending cognitive complexity – powerful tool when
giving feedback• Caters for differentiation – able to support and challenge
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SOLO Taxonomy
Prestructural Unistructural Multistructural Relational Extended Abstract
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SOLO example
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Explore the Taxonomy
• Use the Achievement Standard for your year level/s and your recent art show products/ unit of work to explore the knowledge, skills and understandings evident in your students.
• In terms of evidence, consider what your students can say, write, make and do
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Explain
• Share with the group
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Elaborate – Combine with Sentence Structure
• Elaborate using the Sentence Structure Achievement Standard. Plan to address part of the Visual Arts Achievement Standard through class discussion and some sort of written or oral (videoed comments) activity.
• Graphic organiser to help pull out elements you want to address
• Stem sentences
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Evaluate
• The process• The potential of using this taxonomy