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The learners shall be explicitly inquiring about the idea of a summary writing as a part of the literature inquiry.

Pre-structural- They shall reflect upon the word and share their understanding and prior knowledge through a word soup.

Uni structural-They will be able to identify one feature of this idea.

Multi-structural-They shall be able to research the features of a summary and create a mind map.

Relational-They shall work collaboratively and try to apply the features while writing a summary.

Extended-They shall understand the big idea or use of being able to write a summary in real life. They shall be able to write one independently.

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Quite interesting! SOLO Taxonomy in my present inquiry about the Co-existence of Class 4.

For class 4 in the present inquiry, I will make the learners explore more about the extinct/ endangered animals of their choice and find out about their species, habitat, dependence upon other organisms, their survival how the species became extinct how it affected the life cycle. For the extended part I will ask the learners to find a way they can save the species alive.

Students will be assessed about their content, presentation of their ideas, and making connections upon discussion in the class.

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LE on Renewable and Non-renewable resources- Mehar

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LE on Renewable and Non-renewable resources- Mehar

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Prestructural:

List your favourite goods to buy from the market. What are they made of? Resources.

Unistructural: Describe the term resources. List natural, capital and human resources.

Multistructural and relational: Popcorn/ fruit activity- One group gets a renewable resource (hypothetically let's take fruit: the facilitator replenishes it at the same rate as consumed by the students) and one group gets a "non-renewable resource (Hypothetically popcorn: facilitator replenishes it at a much slower rate than it is consumed). This results in one group finishing their resource much faster than the other group. Students reflect on their understanding and come up with their definitions of renewable and non-renewable resources after a discussion.

Extend: Predict/ Hypothesize whether the resources you listed earlier are renewable or non-renewable. Generate a Venn diagram and classify the resources according to your predictions.

The use of "verbs" in the what to learn was insightful as it emphasises learning as doing. Co-construction of the "how" with students as well as the success criteria links with student agency and will enhance student understanding of expectations within the assessment.

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Activity: Persuasive writing.

Pre-structural: Students will be able to reflect on the meaning of term opinions.

Uni Structural: Students should be able to write their opinions.

Multi-structural: Students should be able to write opinions using the graphic organizer 'OREO' and use proper sentence starters.

Relational: They should understand the term persuasion and the techniques used in persuasive writing.

Extended: They should be able to do persuasive writing regarding issues using proper persuasive techniques and vocabulary and speak confidently in class.

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I will read it again for better understanding and implementing in the class.

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Teaching about any musical Instrument Application (Grade 4)

The Students will engage in a discussion about their basic understanding that they have observed in their environment. They will be grouped accordingly and the topics will be introduced according to their understanding level and discuss again before starting practical application

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I will use Venn diagram in my current going inquiry as to compare between insects and spiders.

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I will use Venn diagram in my current going inquiry as to compare between insects and spiders.

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SOLO related to UOI-6 How we express ourselves.

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SOLO related to UOI-6 How we express ourselves.

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I'll be applying this towards the end of the upcoming week.

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I will be using it as learning continuum in Grade 1 for reading task e.g From Phonics books to one sentence books.

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I've created this LE to incorporate the learning of SOLO taxonomy for my Grade 4 students. 

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My understanding: Solo Taxonomy helps educators and learners to assess and develop the depth of understanding, moving from basic knowledge to the ability to apply knowledge in a meaningful way. There are five levels, progressing from simpler to more complex cognitive processes:

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Dance -  I will be using the surface understanding for upcoming (grade 2) as they all learned and performed different emotions through dance and understood dance is a communication of our emotions and feelings which will be help them to understand the meaning of theme dance.

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Dance -  I will be using the surface understanding for upcoming (grade 2) as they all learned and performed different emotions through dance and understood dance is a communication of our emotions and feelings which will be help them to understand the meaning of theme dance.

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1. Pre -Pre-structural: No idea about Hindi Language

2. Uni- Structural: Learned swar and Vayanjan

3. Multi-Structural: Relation between Swar and Vayanjan

4. Relational- Structural: I can frame Sentences

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The learners have gathered information about natural and man-made resources. Now they are at multi structural stage. Further, we will plan a learning experience in learning types of natural resources such as renewable and non-renewable resources. They will understand the difference through an activity and a visual presentation. They will reflect through the Venn Diagram to reach the relational stage of the SOLO taxonomy.

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Gurpreet Kaur

I am planning to use verb related to logo designing in Grade 2 as they are learning about different organizations. For instance they will be asked to write or speak about the brands and symbol. They could be asked to write different names of the brands and their logos.

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Learner’s are on Pre structured stage as in detail sorting activity on Insects is been done in class and Pk testing about wild animals, domestic animals, aquatic animals and the left ones are insects.In Pk testing few were uni-structural and few were multi-structural.Now in relational stage we will give them insect,spider and worms they will observe and differentiate.Extended abstract when they will make their own garden and they will choose their favourite bugs.

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We will discuss different type of homes with the students and will give them a piece of paper on which they can draw their own house or they might use different manipulative like match sticks , , blocks , ice- cearm sticks to create their house whether two story building, three story building , flats , bungalow , farm house etc .They will relate their own house with their peers house and tell that I have four rooms , drawing room , dining room , living room , kitchen etc .They might also write or mention their house no and sector .They might also tell about the number of family members they have and might draw pictures of family members or can paste printed pictures of different family members on the model of their house if they are creating models .They can further use manuplatives like toy cars , bicycle , bike etc which they have and if ever they have pet they can use toy dog , cat , rabbit , birds etc to show about their pet and can also talk about their animal home eg kennel, burrow , cage etc if ever they have it in their home .They can also show and tell the responsibilities they have towards their homes and their pets home too .

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Introduce the concept of folders and their purpose.

Pre -Structural Stage-

Start with a simple discussion about organization. Ask questions like, "How do we keep our toys organized? Why is it important to keep things in order?

PK testing why we need folder for each individual.

Encouraging learners to organize their work while using the computer.

Unistructural Stage -

The correct way to hold and use the mouse.

Use visuals, such as drawings or images, to illustrate the idea of folders. Relate it to familiar real-life scenarios, like how books are grouped on a shelf.

Multistructural stage

Providing step-by-step or visual instructions that the students can follow to create their own folders on their devices.

Assigning a simple task where students have to create a folder, name it, and organize a few files or drawings within it.

Relational Stage-

Incorporate folder organization into other activities whenever possible. For example, ask them to organize their digital drawings or photos into folders regularly.

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@Manpreet - Will be waiting for the rubric to be attached here.

@Lakshita - You have elaborated the activities of the unit. Kindly share in what context you will use SOLO.

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Deepa, Harmeet Kaur, Kamaljeet Kohli, Mehar Kahlon, Preeti, @Tripat: Appreciate your planning. Kindly go ahead with the implementation.

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Today's reading session was very insightful. I will be applying SOLO Taxonomy to test the pre-knowledge of my learners which will further help them to unpack the central idea.

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Concept: Perimeter, area and volume

Uni-structural level-Learners will be asked to define perimeter, area and volume.

Multi structural level- Learners will be asked to list few examples where they will calculate perimeter, area or volume. Like: Fencing a ground or tiling a floor or filling a box etc.

Relational - Learners will be asked to test and establish a formulae perimeter, area and volume based on their understanding.

Extend/Abstract- Design a play area or a home and optimizes its perimeter and area OR criticize any structure where you can see the optimal use of its perimeter and area.

Preeti Kukreti

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TRIPAT S. -----This was quite insightful! SOLO Taxonomy in application for my class  - I am planning to create a visual for them about what we covered last week and what the flow of the week would be in terms of the concepts covered.  

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TRIPAT S. -----This was quite insightful! SOLO Taxonomy in application for my class  - I am planning to create a visual for them about what we covered last week and what the flow of the week would be in terms of the concepts covered.  

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Eg what is an organisation, difference between community and organisation for last week. Flow for the upcomimg week: structure of an organisation

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For me it's is Recapitulation of the solo taxonomy and will be using in the present inquiry.

1. Pre Structural Stage:

- Introduction to the concept of insects

- Show pictures of common insects like butterflies, ladybugs, or ants.

- Encourage students to observe and describe what they see.

2. Unistructural Stage:

- Focus on one characteristic of insects at a time, such as wings, legs, or antennae.

- Use hands-on activities like crafts or sensory bins to explore insect features.

- Ask questions to help students identify and label different parts of insects.

3. Multistructural Stage:

- Compare and contrast different types of insects based on their features.

- Sort pictures or toy insects into groups based on characteristics like color, size, or number of legs.

- Introduce simple insect life cycles, such as egg, larva, pupa, and adult.

4. Relational Stage:

- Discuss the role of insects in the environment, such as pollination or decomposition.

- Explore how insects interact with other living things, like plants or other animals.

- Connect insect characteristics to their behaviors and habitats.

5. Extended Abstract Stage:

- Encourage creativity by allowing students to create their own imaginary insects, including unique features and habitats.

- Discuss the importance of insects in maintaining balance in ecosystems.

- Invite students to share what they've learned about insects with others through drawings, stories, or simple presentations.

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Pre structural -कक्षा पाँच के विद्यार्थियों को कुछ शब्द सहायता के लिए दिए जाएँगे l

uni structural-उनके अर्थ जानने के बाद वे शब्दों को सार्थक वाक्य का रूप देने में सक्षम होंगे l

multi -structural वे अपनी रुची के अनुरूप वास्तविक जीवन पर आधरित वाक्य लिख पाएंगे l

Extended-अनुच्छेद लिखने की प्रक्रिया को समझने के बाद वे दिए गए किसी भी विषय पर अनुच्छेद लिखने पर सक्षम होंगे l

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I'll be using this rubric in the next week.

Thanks