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https://blogs.ibo.org/sharingpyp/2017/03/28/from-surface-to-deep-learning-the-importance-of-knowledge/

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Students can be involved in planning how they will achieve the learning outcomes (for example, by selecting inquiry-based strategies to match the learning outcomes and co-constructing success criteria).

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Students can be involved in planning how they will achieve the learning outcomes (for example, by selecting inquiry-based strategies to match the learning outcomes and co-constructing success criteria).

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https://docs.google.com/document/d/14zxk1QF9TcYfCa37xrgNVdOuf3btwI2Mg6u16Zk3WH0/edit

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These SOLO progressions can be used to track the progress of students’ thinking throughout the duration of the unit. This allows teachers to approach inquiry with an assessment mindset, with all learning experiences being opportunities to monitor and document student understanding. SOLO aids in the continual gathering and analysis of information about student development.

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These SOLO progressions can be used to track the progress of students’ thinking throughout the duration of the unit. This allows teachers to approach inquiry with an assessment mindset, with all learning experiences being opportunities to monitor and document student understanding. SOLO aids in the continual gathering and analysis of information about student development.

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This approach is particularly useful for students during their PYP exhibition as it allows them to plot the pathway of their inquiry, while keeping the focus on moving thinking to increasingly challenging levels. It also helps students, mentors and peers keep their feedback focused on the learning outcomes and success criteria constructed by the student.

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This approach is particularly useful for students during their PYP exhibition as it allows them to plot the pathway of their inquiry, while keeping the focus on moving thinking to increasingly challenging levels. It also helps students, mentors and peers keep their feedback focused on the learning outcomes and success criteria constructed by the student.

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These learning progressions become valuable interactive reflection tools for students, who can use them to look for evidence of their learning and set new goals (self-monitoring and self-adjusting

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The SOLO taxonomy supports Erickson’s “structure of knowledge” as it starts with students collecting ideas, facts or knowledge before progressing to more sophisticated and demanding levels of thinking where they are required to process the information to make connections, conceptualize and transfer their understanding.

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The SOLO taxonomy supports Erickson’s “structure of knowledge” as it starts with students collecting ideas, facts or knowledge before progressing to more sophisticated and demanding levels of thinking where they are required to process the information to make connections, conceptualize and transfer their understanding.

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 Students are made aware of different inquiry strategies that can be used at the different levels, they may also select a particular pathway that will support them in achieving the learning outcomes written in the progressions. Furthermore, as students become increasingly familiar with the levels and the associated verbs, they become more able to construct (or co-construct) success criteria within units or lines of inquiry

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 Students are made aware of different inquiry strategies that can be used at the different levels, they may also select a particular pathway that will support them in achieving the learning outcomes written in the progressions. Furthermore, as students become increasingly familiar with the levels and the associated verbs, they become more able to construct (or co-construct) success criteria within units or lines of inquiry

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 Supports students in becoming more active learners, they need to have an understanding of what they are trying to achieve, know specific ways in which they can be successful, and know what quality looks like.

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 Supports students in becoming more active learners, they need to have an understanding of what they are trying to achieve, know specific ways in which they can be successful, and know what quality looks like.

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The SOLO learning progressions can be shared with students to help them answer the three “visible learning” questions suggested by John Hattie (2012) to help them become assessment-capable.• Where is my learning going?• How am I going?• Where to next?

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The SOLO learning progressions can be shared with students to help them answer the three “visible learning” questions suggested by John Hattie (2012) to help them become assessment-capable.• Where is my learning going?• How am I going?• Where to next?

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https://www.seisen.com/academics/elementary/es-blogs/pyp-corner/~board/pyp-corner/post/new-units-of-inquiry-starting-after-spring-break