How to Apply SOLO in the Classroom

A model for learning

By
Pam Hook

How to Apply SOLO in the Classroom offers tips and ideas about the many ways you can introduce and apply SOLO Taxonomy in your classroom.

Looking to learn more about SOLO Taxonomy? Check out First Steps with SOLO Taxonomy.

Ages: 5-18 | Pages: 4 | Code: E5950F

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Pam Hook

Pam Hook is an educational consultant who advises schools and institutions in New Zealand, Australia, Denmark, Malaysia, Singapore, Hong Kong, Japan and the Pacific Islands on developing curricula and pedagogies for learning to learn based on SOLO Taxonomy. She is a popular keynote speaker at conferences. Pam is author of more than 25 books on SOLO Taxonomy, including titles translated into Danish, and has developed a series of SOLO web-based apps, Apple iPad apps and YouTube videos. She hosts collaborative online communities for SOLO practitioners on Twitter @arti_choke @globalsolo and Pinterest www.pinterest.nz/solotaxonomy.

Contents
Foreword	3
Introduction	8
1. What is SOLO Taxonomy all about?	9
What is SOLO Taxonomy?	9
Where did SOLO come from?	10
What does SOLO do?	11
How does SOLO distinguish between declarative and functioning knowledge?	12
What does SOLO assume?	15
Which learning areas and age groups does SOLO apply to?	17
Do teachers and students agree about the SOLO level of a learning outcome?	17
Where can I find out more about SOLO?	17
2. Why does sharing SOLO with students matter?	18
Learning is all about effort and effective strategies	18
Re-positioning "knowing nothing" and "needing help to start"	18
Mistakes, errors and "not knowing" are opportunities to learn	19
Making visible the gap between what students know and the desired learning goal	19
Identifying effective teaching and learning approaches to reach a learning goal	20
Identifying effective thinking and e-learning strategies to reach a learning goal	20
Assessing both functioning and declarative knowledge outcomes	21
A generic measure of learning outcomes across subjects and levels	22
Differentiating learning intentions to challenge all learners	25
Measuring complexity of learning task and outcome independently	25
Setting explicit, proximate and hierarchical learning goals	26
A useful, quick measure of prior knowledge for students and teachers	27
A nuanced language for metacognitive reflection	28
A framework for assessing a student's declarative knowledge	29
A clear indication of student progress in learning across a lesson or topic	29
A framework for thinking about questions, questioning and questioners	34
3. How can we apply SOLO in the classroom?	36
Introducing SOLO as a model for learning in the classroom	36
Introducing SOLO through systems thinking and SOLO hexagons	40
Introducing SOLO as part of the academic language of the classroom	43
Introducing SOLO in everyday acts of teaching	65
Conclusion	73
References	74
Index of tables and figures	75