Part ? Content

Revisit SOLO

Activity 1: 2.6 Linking SOLO, vocabulary and the standard

Activity 2: 2.7 Putting what we know into practice.

Activity 3: Developing parallel tasks by students

Activity 4: Developing an exam question – generalising patterns

Activity 5: Literacy strategies

Activity 6: Correcting a paper to provide excellence opportunities.

Understanding Levels of Thinking using:

SOLO TAXONOMY(after Biggs and Collis 1982)

Unistructural Multistructural Relational Extended abstract

DefineIdentifyDo simple procedure

DescribeSolveCalculateSimplifyFactorise

CompareForm an equationAnalyseRelateApplyAnd hence solve….Solve (in context).Simplify+.

EvaluateExplainGeneralisePredictFully justifyModel

SOLO TAXONOMY(after Biggs and Collis 1982)

Prestructural

Unistructural Multistructural Relational Extendedabstract

DefineIdentifyDo simple procedure

DefineDescribeSolveCalculateSimplifyFactorise

CompareForm an equationAnalyseRelateApplyAnd hence solve….Solve (in context).Simplify+.

EvaluateExplainGeneralisePredictFully justifyModel

SOLO TAXONOMY(after Biggs and Collis 1982)

Prestructural

Type of Thinking

Visual image of the type of Thinkin

g

Describing words for each type of

Thinking

What does it mean?

Really there’s not much there.

For example:

Prestructural

What does clockwise

mean? Err….. What?

?

Unistructural

What does it mean?

There’s one idea there.

For example:

What does

clockwise mean?

Err….. You turn this way

Multistructural

What does it mean?

There are a number of ideas.

For example:

Find the size of angle LMN

Angle LMN = 600

Relational

Classify

What does it mean?

There are a number of ideas and links are be made between these ideas

For example:

Find the size of angle

LMN with reasons

Angle LMN = 450

Angles on a lineBase angles isos.

triangle

Extended abstract

What does it mean?There is a range of ideas which are linked together plus some

knew or extended thinking is added.

For example:

If JK is parallel to NM must triangle JKL always be isosceles?

We know:KJL = LMN (alt angles)JKL = LNM (alt angles)This does not mean that KJL = JKL, so there is no reason why triangle KLJ must be isosceles just because the lines are parallel.

Why is Teacher telling me this?(Two Reasons)

1. It’s incredibly interesting

2. It parallels NCEA marking perfectly and thus, thinking about levels of thinking (metacognition) puts us in a more likely position to achieve at higher levels

Unistructural Multistructural Relational Extended abstract

DefineIdentifyDo simple procedure

DescribeSolveCalculateSimplifyFactorise

CompareForm an equationAnalyseRelateApplyAnd hence solve….Solve (in context).Simplify+.

EvaluateExplainGeneralisePredictFully justifyModel

SOLO TAXONOMY(after Biggs and Collis 1982)

Prestructural

So How do they match up?

Not Achieved

AchievedAchieved with Merit

Achieved with

Excellence

What can I do?

Read each question and look for the instructional word which suggests which level of thinking is being asked for

Read through your own answers and assess what level of thinking you have applied

Activity : 2.6 2.7 2.11

Task : TES E8

Task: parallel task developing

Task: Rewriting a poor task.

Literacy strategies

Why focus on literacy in Mathematics?

“Since any teaching strategy works differently in different contexts for different students, effective pedagogy requires that teachers inquire into the impact of their teaching on their students.”

(NZC, p.35)

Assessments written in English will always be, to some extent, assessments of English (Abedi, 2004; Martiniello, 2007

Lower language proficiency tends to be associated with poorer mathematics performance (Cocking & Mestre, 1988; Wiest, 2003).

Why focus on literacy in Mathematics?

Research indicates that students peform 10% to 30% worse on arithmetic word problems than on comparable problems presented in a numeric format (Abedi & Lord, 2001; Carpenter, Corbitt, Kepner Jr, Lindquist, & Reys, 1980,Neville-Barton & Barton, 2005).

Literacy skills need to be taught systematically and consistently.

Learners should be given regular opportunities to consolidate their literacy skills by using them purposefully in order to learn.

Key literacy skills that can be developed in Maths include:

Using talk to explain and present ideas Active listening to understand Reading for information Writing short and extended responses 

Listening and Talking Listening and talking can enhance the learning of mathematics when:

learners have regular opportunities to explain and justify their understanding of mathematical concepts

learners are given opportunities to discuss and explore ideas with each other, and share their mathematical reasoning and understanding

learners work collaboratively

learners use correct mathematical vocabulary

Algebra Bingo Draw up a 3 X 3 grid and pick 9 of these and fill in your grid

x +3 3a - 2

b - 3 4x + 6

3b y-9

2x - 5 g-5

m + n 3(x – 2)

x - 4 2(a + b)

2k 3x + 6

3 + x + 7 4a

2p + 2 y + 3

abc 6y

Active ways to engage with the text

highlightinge.g. highlight or underline specific information such as key words or phrases

supplying missing words or phrasese.g. in text, expressions, tables, diagrams, charts, labels, etc

sequencinge.g. getting learners to correctly sequence the steps in a solution

matchinge.g. matching cards showing multiple representations of the same mathematical concept

classifying – Carroll diag.e.g. odd-one-out

evaluating mathematical statementse.g. true/false, always/sometimes/never

summarisinge.g. condense facts/processes into key points

produce synopsis from researched information

Connectives For adding information – and, also, too, as well

as

For sequencing ideas or events – then, next, afterwards, since, firstly, secondly, finally, eventually

To compare – like, equally, similarly

To contrast – but, instead of, alternatively, otherwise, unlike

To show cause and effect – because, so, therefore, thus, consequently

To further explain an idea – although, however, unless, except, apart from, yet, if, as long as

To emphasise – in particular, especially, significantly

To give examples – for example, such as

Prepositions

Prepositions locate nouns, noun groups, and phrases in time, space or circumstance e.g. at, on, onto, before, from, to, in, off, above, below

The temperature fell to 10 degrees The temperature fell by 10 degrees The temperature fell from 10 degrees

Activity

Matching words /equations