A useful framework for moving from loose ideas to extended ideas.
Refer to notes in notebook and these resources.
Have a look at the Learning Intention generator.
What am I doing ?
How well is it going?
What should I do next?
What word walls – anchor charts can we co construct that act as a catalyst.
SOLO Taxonomy Biggs and Collis 1982. Verbs for each element
ie: unistructural : Define, Identify, Do simple, procedure.
Relational : Formulate questions, Compare/ contrast Explain cuases, sequence, classify, analyse, part/whole, relate, anology, apply.
Multistructural: Define, describe, list, do algorithm, combine.
Extended Abstract: Evaluate, Theorise, Generalise, Predict, Create, Imagine, Hypothesise, Reflect.
Hey – This is important. Students knowing how to do these verbs can make their learning visible.
Uni – Define
Multi – Describe
Sequence, classify, compare and contrast, cause and effect , analysis, analogy
Generalization, Prediction, Evaluate, Create
Use hand signals to get feedback on the student performance:
No idea hwere to begin
Can follow pattern someone else shows me
Can give it a go BUT make mistakes
Can do it and self correct mistakes
Can apply this thinking in a real world situation Can create examples for others – Can zoom out.
Greg Patel examples of Thinking like a Mathematician rubrics.
Example of rubric generator.
ie: verb, recycle
Context: At School
Also look at this FUSE
Also check out
What connections is this making for me right now?
At face value – this is a platform which empowers students to take ownership of their own learning. It provides a whole school langAqd