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During Term 2 (2013) I was invited as a guest speaker at Lower Moutere School, Tasman. A huge thanks to the team for being such a fantastic team of educators who got stuck in and explored the wonderful learning possibilities that SOLO can provide our students with. A big thanks to Pam Hook and Julie Mills for inspiring me to use SOLO. = Working with Lower Moutere School = Google Presentation used during curriculum meeting:

media type="custom" key="23330344" align="center" Below are my notes for discussion at Lower Moutere School : = Why use SOLO Taxonomy? = SOLO Taxonomy provides students with the language of learning. We use the language of numeracy and literacy why not the language of learning? SOLO enables assessment for learning – the feed back, the feed up, the feed forward - most importantly it enables student self assessment. SOLO helps students to learn how to learn. In fact SOLO ‘unacronymed’ means the structure of observed learning outcomes - it's your WALTs and your success criteria. SOLO is simple and robust.

= What is SOLO Taxonomy? = SOLO is levels of understanding… prestructural, unistructural, multustructural, relational and extended abstract. At Upper Moutere School SOLO is align with the inquiry process or learning process - GET IT, SORT IT, USE IT! Which was inspired and adapted from Red Beach Primary School

Prestructural is when we have no ideas about a concept, we need to 'get' facts and develop our ideas and thinking. Unistructural is when we have ONE idea. Multistructural is when we can list MANY ideas - we're at the GET IT stage of our inquiry . Relational thinking is when make connections, linking our many ideas and explain our ideas - we are now SORTING our ideas. Extended abstract is r ethinking the relational, looking at the relational in a new way. Think of BLOOMs higher order thinking skills - the evaluating & synthesizing but extended abstract is more – its the creating, predicting, generalizing, reflecting...we are now USING our ideas.

At the centre of the learning process is the HUDDLE where we question, reflect, discuss an imagine at any step in the learning process.

Check out the use of SOLO Taxonomy at Halsey Drive School:

@http://nzcurriculum.tki.org.nz/Curriculum-stories/Media-gallery/Key-competencies/Concept-curriculum

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= Lets see SOLO in action = media type="custom" key="23330322" media type="custom" key="23330312" media type="custom" key="23330314" = Lets ‘do’ some SOLO! = Collaboratively the team at Lower Moutere School practiced <span style="font-family: 'Comic Sans MS',cursive; font-size: 15.454545021057129px;">Define Maps & Part-Whole Analysis Maps around next term's topic <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%; line-height: 1.5;">Healthy Eating.

= How do we get there? = = The planning = BIG concepts BIG questions BIG understandings