SOLO TAXONOMY by Lenita O'Rourke https://padlet.com/lanut18/vanhalxisyc2 Using SOLO Taxonomy in the PYP en-us 2018-08-30 22:34:31 UTC 2018-08-31 00:27:01 UTC hello@padlet.com https://padlet-uploads.storage.googleapis.com/124086706/0cc8678dd763395230e571d39ea1a42e/education_2200x1237.png SOLO TASONOMY lanut18 https://padlet.com/lanut18/vanhalxisyc2/wish/276766517  Is a model that describes levels of increasing complexity in students’ thinking and understanding.  As thinking progresses across the levels, students move from factual, knowledge-based thinking to conceptual
and abstract thinking and understanding.

]]> 2018-08-30 22:45:04 UTC https://padlet.com/lanut18/vanhalxisyc2/wish/276766517 LYNN ERICKSON'S STRUCTURE OF KNOWLEDGE lanut18 https://padlet.com/lanut18/vanhalxisyc2/wish/276767184 Lynn Erickson’s Structure of knowledge (2002) is often used to illustrate how concepts and knowledge interact to help students form a principal generalization (similar to the “central ideas” in programmes of inquiry in the Primary Years Programme (PYP)). The foundations of being able to form these principal generalizations (or to think conceptually and understand a PYP central idea) are based on acquiring “essential” knowledge that will interact with chosen key and related concepts. 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.]]> 2018-08-30 22:52:37 UTC https://padlet.com/lanut18/vanhalxisyc2/wish/276767184 FIVE LEVELS OF UNDERSTANDING lanut18 https://padlet.com/lanut18/vanhalxisyc2/wish/276768858 Pre-structural: Student have no prior knowledge or understanding.
Surface levels:
Uni-structural/one idea: Students show a concrete understanding of one component or aspect of the topic, unit or concept.
 Multi-structural/many ideas: Students can understand several components, but the understanding of each remains discrete. Ideas and knowledge around an issue are not yet related.
Deeper level :
Relational/connecting ideas: Students are able to appreciate the significance of the parts in relation to the whole. Students can indicate connections between ideas, knowledge and facts they have collected about a particular unit, line of inquiry or concept.
 Extended abstract/extending ideas: Understanding is transferable and can be generalized to different areas and situations. 

These SOLO progressions can be used to track the progress of students’ thinking throughout the duration of the unit. 
 
 
]]> 2018-08-30 23:11:51 UTC https://padlet.com/lanut18/vanhalxisyc2/wish/276768858 PLANNING LEARNING PROGRESSIONS USING SOLO lanut18 https://padlet.com/lanut18/vanhalxisyc2/wish/276770980 When planning learning experiences for students inside and outside of a unit of inquiry, teachers can use the levels and associated verbs as a tool to plan learning progressions (e.g define, identify, name, draw, find, label, match, recall). These learning outcomes would define what students will be
able to do in the context of a particular unit or line of inquiry, but not how they will learn to do it.
 
]]> 2018-08-30 23:30:25 UTC https://padlet.com/lanut18/vanhalxisyc2/wish/276770980 CONSTRUCTING AND CO-CONSTRUCTING SUCCESS CRITERIA FOR A TASK lanut18 https://padlet.com/lanut18/vanhalxisyc2/wish/276771444  As well as plotting learning progressions across a whole unit of inquiry, teachers may also use the SOLO taxonomy to structure success criteria for a specific task (for example, an assessment task)]]> 2018-08-30 23:34:02 UTC https://padlet.com/lanut18/vanhalxisyc2/wish/276771444 MY THOUGHTS lanut18 https://padlet.com/lanut18/vanhalxisyc2/wish/276772559 SOLO Taxonomy helps teachers better understand where each student is in their learning progress during the units of inquiry. By knowing and understanding each of the five levels of understanding, we can discuss and reflect with students what stage their learning is, where is their learning going and what is next and how they are going to achieve their goals. It helps teachers to design meaningful assignments according to the students's needs. By sharing with our students the five levels of understanding  our students take ownership of their learning. They can reflect on it and analyze what level are they in and how they can advance to the next. they can set up goals and therefore progress on their learning.]]> 2018-08-30 23:42:16 UTC https://padlet.com/lanut18/vanhalxisyc2/wish/276772559