HOT SOLO Presentations
From HookED Wiki Using SOLO Taxonomy in teaching and learning. Click on an image to download a presentation
Revised Bloom’s Taxonomy – CELT
Jump to the Bloom's Revised Taxonomy Model Go to the Flash version of the Bloom's Revised Taxonomy Model Download the PDF Version A statement of a learning objective contains a verb (an action) and an object (usually a noun). The verb generally refers to [actions associated with] the intended cognitive process. The cognitive process dimension represents a continuum of increasing cognitive complexity—from remember to create. The knowledge dimension represents a range from concrete (factual) to abstract (metacognitive) (Table 2). Bloom’s Digital Taxonomy by Andrew Churches – a thorough orientation to the revised taxonomy; practical recommendations for a wide variety of ways mapping the taxonomy to the uses of current online technologies; and associated rubrics Bloom et al.’s Taxonomy of the Cognitive Domain (Dr. Revising Bloom’s Taxonomy. The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom (Larry Ferlazzo’s Websites of the Day…) *Anderson, L.W.
Teaching SOLO taxonomy through SOLO taxonomy
When I first started this blog, I was always quite keen to stay away from writing 'How to guides' or give detailed theoretical explanations of particular aspect of learning & teaching. Mainly because there are so many amazing educators out there who have already explained it and probably in a much better way than I ever will. I also like to 'tinker' with ideas and normally what I deliver in my teaching is an adapted version, usually pitched to the students that I learn with. But, I feel I am about to buck the trend and go against my initial aims. I am about to join the dark side! I first read about SOLO in 2009 but at the particular point I wasn't ready in my theory teaching to implement it. So now, back in 2012, I seem to have caught the SOLO bug and went on a big secret trial with my Year 10 & 11 GCSE PE theory groups. So, whatever I do, whether leading sessions for staff or teaching in lessons, I always think 'What could I do that helps people really get what I am talking about'.
Teen Engagement in Learning Starts With Respect
We know that adolescents are acutely aware of when adults are treating them with respect and when they aren't. We also know that engagement leads to successful academic outcomes and a greater sense of well-being for both the student and educator. If teens are more likely to engage with adults who respect them, it's safe to say that respect is essential to student learning. When adolescents describe the ways in which they experience respect, they report that they want to feel challenged by being pushed beyond their comfort zone. They want adults to hold the bar high for them. They feel respected when adults listen and respond to them without judgment, and accept their beliefs and values, however different from their own. But adolescents can be uniquely frustrating to many adults. We can demonstrate at least six specific skills to help create a respectful relationship with teens. 1. All behaviors have a function. 2. 3. 4. 5. Without self-awareness, we cannot be effective, helpful adults.
SOLO Taxonomy Ppt Presentation
SOLO Taxonomy : SOLO Taxonomy @ Malfroy A Way to Assess Thinking and Get the Kids to Assess Themselves Rationale: : Rationale: We want students to be able to assess their own thinking and be able to move themselves to the next level. We want to be able to assess their thinking for the same reason. Thinking is a key competency. Where to start: : Where to start: The language Put up displays of the rubrics Get your kids using the terminology… they’re never too young! Not just talking the talk : Not just talking the talk So let’s look more carefully at the levels: So how does this work with a topic? So how does this work with a topic? Some other Examples : Some other Examples What we need you to do : What we need you to do Term 2 Put up the display Get your class used to the terminology Design some rubrics Term 3 Plan a unit using the HOT maps – we’ll input more information at another meeting Please remember : Slide 23: Slide 24: SOLO Taxonomy - to help me assess my learning : My understanding of SOLO
Secrets of the teenage brain: a psychologist's guide for teachers | Teacher Network
Teenagers think differently to grownups – they are more likely to take risks, be sleepy, misread emotions, give in to peer-pressure and lack self-control. Thanks to advances in technology, we have been able to peer inside the teenage brain and see more clearly how it works. So what have we discovered? And how can teachers use this information to help young people navigate the challenges of growing up and getting an education? Teenagers take risks Let’s play a game. This was essentially the question posed by researchers to teenage and adult participants. The authors of the review take pains to point out that “adolescents’ greater involvement than adults in risk-taking does not stem from ignorance, irrationality, delusions of invulnerability, or faulty calculations.” Professor Sarah-Jayne Blakemore’s TED talk on the subject has been viewed more than 1.7 million times. Teaching tip: Teachers could tap into teenagers’ risky mindset to help them do better at school. A final thought...
SOLO Taxonomy
Prezi used for NQT Network Session 8th Dec’ 2011 SOLO Taxonomy on Prezi Other SOLO Presentations Like this: Like Loading...
Motivating speaking activities
At this age, the learners aren't motivated by new language, they're motivated by an activity. It can be very difficult to get them to speak if they really don't see the point. You can approach this by focussing on the following. The function of the language and using an authentic or near authentic task (e.g. get them to sit back-to-back to practise speaking on the telephone).A motivating task, which uses the language you want them to practise (e.g. students write questions on small squares of paper using the target language, then form the papers into a board game to be played using dice and counters). Here are some possible examples, which apply to one or a combination of the above. A popular, well-known type of activity is the information gap. Making an arrangement: Each group has a diary, with appointments already filled in. Here are some examples of other activities I use with my younger learners:
