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SOLO TaxonomyVITAL Geography Portal

http://www.vital.ac.uk/portals

Slides by John Sayers

Solo Leveled general activitiestaken from Prezi by Tait Coles

Solo Level Verbs

Unistructural Define, identify, name, find, label, match, follow a simple procedure

Multistructural Describe, list, outline, combine

Relational Sequence classify, compare and contrast, explain causes, explain effects, analyse, form an analogy, organise, distinguish, interview, question, relate, apply

Extended Abstract

Generalise, predict, evaluate, reflect, hypothesise, theorise, create, prove, plan, justify, argue, compose, prioritise, design, construct, perform

Solo understanding of learning

• The main benefit I have found is that students have a clear understanding of the depth of their learning.

• They are training themselves where they are “at” and need to focus on to develop – “self-personalisation”.

• When students come in for the starter they group up with SOLO Kagan all write, pair, share.

• Then for homework develop. • Previous lesson work students mark work in solo

highlighters orange (unistructural), blue (multistructural), pink (Relational), green (Extended Abstract)

Taken from Prezi presentation by

Tait Coles• Students can engage in effective

feedback when they understand learning outcomes through SOLO.

They can• “Feedback” on how well they are

going• “feed up” on where they are going• “feed forward” on the next steps in

learning.

Solo Ladder (so far)GOING PLACES IN GEOGRAPHY

                     

Extended Abstract

As well as the things in L6, I can identify

anomolies (odd ones out which don't fit the

pattern). I can say how this pattern can change

over time.

 

I can give many reasons which are concise, linked

and in order of importance. I compare

my reasons to geography models and

theories

 

I can express my opinions in detail and

also explain what different groups of people

might think about an issue.

 

 

 

I can explain how people and their land in one

country can be affected by people in another

country. I can explain how we can live

sustainably.

 

Relational+

I can say how things are grouped together to

make patterns. I can use lots of facts to show the

largest and smallest trends.

 

I can put my reasons in order of importance. I can link my reasons

together showing cause and effect. I am using

G.K.W's when needed.

 

As well as the things in L5, I am also using 'on the one hand, on the

other hand'. I can explain why people might

not agree with me.

 

 

 

I can explain how an issue can affect people

on different scales (individual local

national international or global).

 

Relational

I can start to say how things are grouped together to make

patterns using evidence.

 

I can give several reasons. I can back up my ideas with evidence

and use a range of Geographical Key

Words.

 

I can support my opinion giving 3 or more reasons

why I think this. I am using evidence and a range of explaining

words.

 

 

 

I can link places together. I can compare

the similarities and differences of 2 or more

places.

 

Multistructural

I can say what I can see backing up my answer

with some facts/evidence.

 

I can give more than 1 reason to say WHY something is like it is

using a few key geography words and

because.

 

I can give my opinion with more than 1 reason

why I think this. I can back up my opinion with

evidence.

 

 

 

I can describe places beyond my local area in

terms of nature (e.g. land, climate), humans

(e.g. transport, housing) and the environment e.g.

pollution

 

Unistructural

I can say what I see on a picture, map, graph or

diagram

 

I can give 1 reason to say WHY something is like it is. I am using the

word because.

 

I can agree or disagree with a question or statement giving 1

reason. I am using the word because.

 

 

 

I can describe my local area using place names

and basic map skills, directions and

Geography Key Words

 

 

DESCRIBING

 

EXPLAINING

 

EXPRESSING AN OPINION

 

INVESTIGATING

 

UNDERSTANDING PLACES

 

Unistructural Multistructural

Relational Extended Abstract

Window Pane Solo

Extended Abstract

Unistructural – identify any feature.

Multistructural – describe a specific feature in depth.

Relational – describe and explain a range of features that occur in the landform in a specific location.

Extended Abstract – describe and explain the landform in a range of contexts and the landform in different locations using the process as a drive for hypothesising reasons for change.

Extended Abstract

Extended Abstract

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