Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Going SOLO Learning Matters
1. What are the key behaviours or ingredients of an effective
lesson as a teacher (green hexagons) and as a learner (red
hexagons)
As a As a
Learner Teacher.
2. Pick out the most important key behaviours or ingredients
of an effective lessons from a teachers perspective and
then write them onto a green hexagon.
As a As a
Learner teacher
Pick out the most important key behaviours or ingredients
of an effective lessons from a learners perspective and
then write them onto a green hexagon.
3. Can you now link them together to show how the different
ideas link to together when we are designing lessons.
Tip!
pathways
The more links
you have with
differentiation
progress each hexagon &
between different
Challenge Leveled coloured
outcomes
hexagons the
Engaged better!
4. • SOLO (Structure of Observed Learning
Outcomes) is a model of learning that helps
develop a common understanding & language
of learning that helps teachers (and students)
understand the learning process.
5. To build it you need two things
Facts, ideas, observations Theories, patterns, systems.
6. There are 5 stages to
building that house
- What’s different about each stage.
7.
8.
9.
10.
11.
12. What do you know about
Read your 5 statements about what someone knows about X factor.
•Which shows the deepest knowledge?
•How are they different from each other?
•How are they related to each other?
13. “SOLO Taxonomy provides a simple and
robust way of describing how learning
outcomes grow in complexity from surface to
deep understanding”
Biggs & Collis 1982
14.
15. I can explain why the
I can describe fully the
I can explain how an human body is
structure and role of
enzymes works. optimum conditions &
enzymes.
what happens if these
B grade are altered.
C grade
A/A* grade
16.
17.
18. Activate Revision Session Protocol
1. Think carefully about which level you should start at. The aim of the
session is for you to have a deeper understanding of a particularly
tricky topic and make progress. It’s not to see who finishes first or
gives up.
2. Move onto new tasks in order. You can start at any level (see point 1).
3. Read the success criteria for each level carefully.
4. Only move up to the next level when you feel confident (see the
success criteria’s for guidance). You could always go back a level if
needed.
5. Be independent of others. Your exam is less than 4 weeks away and
no one can help you then, so don’t let them hold you back now.
