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Simplified chart for understanding the levels

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We want to move students to the next box

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Each level shows you how the student is learning or how they can explain their learning. There's a surface level and a deeper level.

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Describes levels of increasing complexity in students’ thinking and understanding

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Describes levels of increasing complexity in students’ thinking and understanding

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These will be useful to add/adapt our summative assessment. Throughout the year add different levels of differentiation, starting with the simple diagrams and modeling these for our students.

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SOLO taxonomy progressions can be used to track the progress of students’ thinking throughout the duration of the unit. Allows us to gather and analyze information about student development.

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There are many different flow charts and diagrams for solo taxonomy for each level.

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Use provocations as well as unit pre-assessments to determine starting level

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Use provocations as well as unit pre-assessments to determine starting level

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We should write learning outcomes in a way to invite students inquiry. What students will be able to do,How they will learn to do it and inquiry strategies they will use.

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Can be used as a way to visualize the different aspects of understanding. The white hat is useful for data and information gathering, while the red hat can be a way to check in on a students own feelings of understanding.

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by considering levels when planning and how we want to move the students to the next level.

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Keeping the rubric visible throughout the classroom and also thinking about the what, why, and how

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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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There are 6 characteristics of an effective assessment: Authentic, Clear and specific,Varied,Developmental,Collaborative,Interactive,Feedback to feedforward

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Should this be posted in the classroom?

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Using different templates depending on unit

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Using different templates depending on unit

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for example, building into how we use the time lines during where we are in space and time. Once we've introduced a range of thinking routines, children then have free choice to use whichever they feel the most useful.