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Going SOLO: An introduction to the taxonomy everyone’s talking about

Going SOLO: An introduction to the taxonomy everyone’s talking about
This article originally appeared in Innovate My School's September 2012 digital magazine. The Structure of Observed Learning Outcome (SOLO) taxonomy aims to show pupils how to develop sophisticated responses to questions by getting them to examine their thought-process as their understanding of a topic improves. I began using SOLO in 2011, and it is now integral to my teaching. SOLO defines five stages of understanding for any topic: prestructural, unistructural, multistructural, relational and extended abstract. All well and good. SOLO LEVEL: PRESTRUCTURAL (the pupil has missed the point) PUPIL RESPONSE:I think Johnny Depp is a Shakespeare character because we watched a film featuring both of them. TO MOVE ON:The pupil must begin to gather basic information on the topic. PUPIL RESPONSE:Johnny Depp acts in films. TO MOVE ON:The pupil has understood one choice Johnny Depp has made, but there is no further detail. PUPIL RESPONSE:I know lots about the life and times of Johnny Depp. Related:  Teaching and LearningSOLO TaxonomyT³ doc de référence

HookED — Pam Hook – HookED Educational Consultancy HOT SOLO Presentations From HookED Wiki Using SOLO Taxonomy in teaching and learning. Click on an image to download a presentation 5 facettes pour construire un dispositif hybride : du concret ! Après une introduction à la notion de dispositif hybride pour enseigner et apprendre, nous donnons quelques conseils concrets (point 5) « pour enseigner et pour favoriser l’apprentissage en ligne » basés sur les 5 facettes de « notre » modèle pragmatique d’apprentissage (Lebrun, 2005). J’illustre ce modèle dans un autre billet « J’enseigne moins, ils apprennent mieux« . 1. Un dispositif hybride, qu’est-ce que c’est ? Le mot « dispositif » est fréquemment utilisé dans la littérature et ce dans différents domaines : appareillage sophistiqué, stratégie militaire, campagne de presse … Nous entendons par dispositif un ensemble cohérent constitué de ressources, de stratégies, de méthodes et d’acteurs interagissant dans un contexte donné pour atteindre un but. 2. Nous sommes ainsi très proche d’une définition de l’enseignement donnée par Brown et Atkins (1988) : L’enseignement peut être regardé comme la mise à disposition de l’étudiant d’occasions où il puisse apprendre. 3. 4. 5. Références

You're Distracted. This Professor Can Help. - Technology By Marc Parry Seattle Matthew Ryan Williams for The Chronicle Before each class session, David Levy leads his students in a few minutes of meditation. To complete her homework assignment, Meran Hill needed total concentration. Then she plunged into the task: Spend 15 minutes doing e-mail. Soon enough, though, a familiar craving bubbled up. As Ms. But the assignment had her trapped. The e-mail drill was one of numerous mind-training exercises in a unique class designed to raise students' awareness about how they use their digital tools. Their professor, David M. At its extreme, that debate plays out in the writing of authors whom the critic Adam Gopnik has dubbed the Never-Betters and the Better-Nevers. On college campuses, meanwhile, educators struggle to manage what the Stanford University multitasking researcher Clifford Nass describes as a radical shift in the nature of attention. Amid this scampering attention, some fear for the future of long-form reading. When I ask Mr. But Mr. Mr.

SOLO Taxonomy SOLO Taxonomy (structure of observed learning outcomes) provides a simple, reliable and robust model for three levels of understanding – surface deep and conceptual (Biggs and Collis 1982). At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start. The next two levels, unistructural and multistructural are associated with bringing in information (surface understanding). At the unistructural level, one aspect of the task is picked up, and student understanding is disconnected and limited. HookED uses a unique classroom based approach to SOLO Taxonomy. This approach has been endorsed by Professor John Biggs who has been very supportive of the work and outcomes in New Zealand schools by Hooked on Thinking and more recently HookED. ” …very interesting and a new direction for SOLO as far as I know. What am I learning? 1. SOLO is used to: Refer HookED Wiki: The advantages of SOLO Taxonomy over Bloom’s Taxonomy

La scénarisation pédagogique en 5 étapes clés Accueil > Dossiers et articles > La scénarisation pédagogique en 5 étapes clés Par Élodie Lestonat | e.lestonat@cursus.edu Créé le mardi 11 mars 2014 | Mise à jour le mardi 11 mars 2014 La scénarisation pédagogique est devenue un processus incontournable en particulier dans le domaine de la formation à distance. En effet, l'introduction et le développement du numérique nécessitent de mener une réflexion approfondie avant toute construction de la formation elle même. Thot Cursus vous a proposé récemment 5 articles décrivant les étapes principales de la scénarisation pédagogiques. Bonne lecture et bonne scénarisation ! Illustration : Mathias Rosenthal, Shutterstock.com Sujets : Formation à distance , Évaluation - Reconnaissance des acquis , Enseignement - Didactique - Pédagogie , Tutorat - Soutien aux études , Conception de cours , Technologies en éducation , Formation des maîtres Mots-clés : Formation à distance , E-Learning , scénarisation pédagogique , Thot Cursus

Teaching is the Shortcut to Mastery A true teacher is not the one with the most knowledge, but one who causes the most others to have knowledge. - Neale Donald Walsch - We are often taught that one has to study and become a master of a subject first before they are qualified to teach it. Surely teacher certification programs have their place but I’m not talking about the bureaucracy of becoming a full-time teacher. I’m talking about a general truth of life: Teaching forces you to quickly jump from being informed and understanding a lesson, to knowing and living a lesson. Become a tutor at your school! For example, you may be a nursing or med-student and conceptually understand how nerve impulses work, but to really ramp up your mastery on the subject, teach it to your peers. So in many ways, teaching requires confidence and humility. Start by teaching a loving friend or family member so you get comfortable with it. Want to learn the piano? “To teach is to learn twice.” ~ Joseph Joubert ~

The power of solo taxonomy! | Mcintosh8's Blog It has been a couple of months now since I started using Solo taxonomy with my students at Rossett School. I wanted to really try to embed & gauge it’s impact first before I reflected upon it here in my blog. Firstly I must thank Tait Coles @totallywired77 & Darren Mead @Dkmead who I follow on twitter for introducing me to Solo. For those new to the “Power of Solo” it stands for: Structure of Observed Learning Outcomes. The different levels of Solo can be seen in the picture below: I started using Solo firstly to try and show my A level PE students how to think more deeply when answering synoptic 10 & 20 mark exam questions. During my recent visit to Australia to present to 3 schools in teaching & learning I took my Solo experiences & shared them with staff there. Powerful stuff!! Like this: Like Loading...

Using Biggs' Model of Constructive Alignment in Curriculum Design/Introduction - UCD - CTAG The main theoretical underpinning of the outcomes-based curriculum is provided by Biggs (2003). He calls the model constructive alignment which he defines as: …coherence between assessment, teaching strategies and intended learning outcomes in an educational programme. As currently articulated, the model is attributed to Biggs (2003, 1999) but the essentials were formulated by Tyler (1949) some 50 years earlier - and elaborated in the 1980s by Shuell (1986). Figure 1: A Basic Model of an Aligned Curriculum. Figure 2: An Example of Constructive Alignment in a Curriculum (Further examples are given in Appendix 1) Biggs actually suggests that teaching and learning activities are designed second and the assessment regime third (page 30). Appropriate verbs can be discovered or derived by relating the model to a learning taxonomy. Figure 3: Adapting the Model to Allow for Differential Levels of Achievement. Back to the HomepageIntroduction (continued)

Harvard Business School Case Study - Gender Equity Graduation day at Harvard Business School came on May 30 after an experiment focused on female students and teachers.Video: Brent McDonald; Photograph: Katherine Taylor for The New York Times BOSTON — When the members of the Harvard Business School class of 2013 gathered in May to celebrate the end of their studies, there was little visible evidence of the experiment they had undergone for the last two years. As they stood amid the brick buildings named after businessmen from Morgan to Bloomberg, black-and-crimson caps and gowns united the 905 graduates into one genderless mass. To see the full article, subscribe here. Sources: Harvard Business School; individual faculty members A Painful Experience Hand-raising Social Life Millennials What efforts to promote women’s standing have proved most or least effective? Readers' Perspectives Once submitted, this information may be viewed by the other readers of NYTimes.com. 206 reader responses All Attended Business School Recent Graduates Men Women

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