Friday, February 5, 2016

SOLO Taxonomy PD day with Pam Hook

We had a fantastic whole staff PD day today. We were all in the auditorium listening to the very entertaining and informative Pam Hook talking SOLO Taxonomy and it's application in the classroom.

Here are my notes from the day - they are just as they were taken at the time with no editing done.

SOLO PD day with Pam Hook

SOLO has been used in New Zealand for 14 years and this country is the widest user of SOLO at the moment.

Structure of Observed Learning Outcome.
Use the model to judge what you can SEE of the learning.

Looking at the outcome can allow you to place it into one of the areas for assessing where it is.

Facts are required in your mind so you can use them at will.
Strategies need to connect these facts. - why, because, timeline, compare with something else - ideas need to be linked.
These linked ideas then need to be looked at and evaluated.

Kids drop out because they don’t understand what you want them to do
Launching with the high end extended stuff is meaningless without the build up and scaffolding of the learning tasks. You need to lead to a deep outcome, not expect it straight away.

How to help kids structure questions to aid their learning.

Vulnerable students mindsets :-

Why do kids think it is luck when there work is marked well or they think that the teachers likes them or their work?
Kids give up a subject if they don’t like the teacher.

Fixed ability, fixed mindset about their learning. They think that they will not succeed. Try hard, fail anyway and get mocked by their friends.

Fixed ability smart. Kids who are always told that they are gifted, clever etc… they get results because they are gifted not because of the process they have worked through.
They suffer when work gets more challenging as they don’t have the process embedded.

The students need to think that they got the learning outcome due to what they did and the steps they went through. ( not lucky, dumb or gifted )

Is high self esteem linked to high achievement?
Lots of money spent on lifting the esteem of students thinking that this would improve their achievement.
This is not the case as they are not linked.
Can the type of praise that is given limit where students will reach for?

The mindset about learning affects how long you will persist with something. Relying of effort rather than how clever they are.

Students need to take on challenges and stick with it even if it goes really wrong. This is not a reflection on them, but a process that they are going through. Looking for and trying new strategies to get the outcome they want.

SOLO taxonomy handsigns - good for use in the classroom to indicate what level you are talking / working at.

Can the students tell you what they are doing based on the solo level of the task?
Tasks can be set a level but the student outcomes can be at any level.

SOLO hexagons
Put any ideas up for discussion on a hexagon.
All these ideas together create multi structural outcomes
Putting them next to each other to create links get them thinking about reasons why they link.
Look at the whole cluster and talk about what the whole idea was about - extended abstract.

You can annotate the reasons why you have linked the hexagons.

1 idea is better than none
lots of ideas is great
it becomes lots more interesting when you link these things together

you can prepare hexagons with the language you want them to use so they can add these into their connections.

Let students think individually first before they work together.

Pam Hook on pintrest

Here is our table having a go at linking hexagons based on the theme of morning tea.
It was interesting to see how we could completely change the focus according to how we grouped the hexagons.

PicMonkey Collage.jpg

Reverse hexagons - give the layout and get them to give reasons why the connections are there. Then what is the big picture.

Hexagon generator

Sharing the SOLO model with students so they know what they are doing and why. It will probably clarify what ideas they have about what learning is.

Functioning knowledge - you can do stuff
Declarative knowledge - you can explain stuff

SOLO brings these 2 different ways together.

Functioning - start by thinking about what you want the students to do.
Progression - i have no idea how to - yes i can do that, tell me what to do - yes i can do that independently, making mistakes and don’t know why, but this is better than leaning on someone’s instructions all the time - technical competence, can do it and know why you are doing things, can identify mistakes - i can try to imagine doing this in a new way, become the expert for others, seeks feedback in order to improve
Can be used for key competencies.
Can be used for behaviour management

One of the biggest causes of failure is lack of academic language in the students.

Use visual maps to help with thinking.

Learning intentions generator

my play with the generator -

Screen Shot 2016-02-05 at 11.49.04 am.png

We are learning how to Identify Art Deco key design elements [Unistructural]
We are learning how to Label Art Deco key design elements [Unistructural]
We are learning how to Describe Art Deco key design elements [Multistructural]
We are learning how to List Art Deco key design elements [Multistructural]
We are learning how to Compare and contrast Art Deco key design elements [Relational]
We are learning how to Explain effects Art Deco key design elements [Relational]
We are learning how to Design Art Deco key design elements [Extended Abstract]

Students want to get to the answer as quick as possible, is this right, tell me the answer…
As the levels increase, the student's’ ability to work through it themselves increases.
Then students are prepared to not have things in black and white and can look at alternatives.

Engagement does not mean achievement.

NZTA Curriculum resources

Still need teacher judgement so that the information given is at a required level.
Some work can have all the structure there but the quality of the info is not good enough and they will need to go back to it for improvements.

Extended abstract map - claim, info, follow up/reflection

Our prediction diagram example …


Declarative knowledge generator

Compare and contrast… use a “because” with the items to lift it up into relational. Put in a final statement “overall i think ……… because …… because ….”. This will then lift it up further.

lot of gives multistructural
reasons why  / because gives relational
the round-up statement gives extended abstract


Describe map



Rectangle for loose idea
Speech bubble for because statements
Thought bubble for wonderings, what ifs etc…

Learning is all about

loose ideas
collecting those loose ideas
working out how these loose ideas connect
seeing what they can do further with this information

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