SOLO taxonomy part 2 (using it for Differentiated Learning Objectives)

Following on from two of previous posts on differentiated learning objectives and then one on SOLO taxonomy I am now trying to link the two together. All I have done is to turn SOLO from lesson outcomes to Lesson Objectives. As I type now the lesson is not taught, but I wanted to post the ideas as they stand before reality gets in their way. This lesson is being observed by the school’s new head so I am naturally keen to get it right. One of the school’s new policies is that every lesson will have DIFFERENTIATED learning objectives in them. The group is an GCSE geography option group

Last week I took the pupils to Bath and Bath university to investigate transport problems and solutions there. This lesson was to ensure that they organise what they saw and heard so that they can see how it fits in with the syllabus and exam questions they may have to answer. To make sure all pupils have a good idea of the main points during the day on my phone using evernote and pasted them into a word doc for their reference teacher notes from field trip

Here is the powerpoint for the lesson post Bath fieldtrip lesson powerpoint Following the map starter, the 3rd slide shows how I have changed the SOLO taxonomy from outcomes into objectives. I have taken care to mention SOLO in each lesson since I first introduced it last month so the pupils should be familiar with it by now. The 4th slide is not an actual question from the AQA A GCSE exam paper but is an adapted one from another similar question on urban sustainability. I will have one more able and one less able girl in each pair. the group is a small one but has a range of FFT predicted grades from E to A.

The 5th and 6th slides are recap from a previous lesson and from the field trip. I used the GA booklet ” GCSE Toolkit: Is the Future Sussed? A study of sustainable urban living” which can be bough for about £11 here Whilst the pupils were organising their field trip notes I plan to walk around LISTENING to what they are saying and then leave post it notes when I hear phrases I think are linked to different stages of the SOLO taxonomy. I found this list of connectives which are linked to SOLO taxonomy from Darren Mead’s excellent blog . This will then lead I hope to a discussion about the language to use in exam answers.

Then to end the lesson I will ask them to redo on their own the same exam question they attempted at the start in pairs. Following some peer assessment the lesson will then conclude with a plenary reflecting on the original lesson objectives. I will mark this second attempt at the exam question for next lesson.

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3 thoughts on “SOLO taxonomy part 2 (using it for Differentiated Learning Objectives)

  1. Sounds pretty good Mr A – let us know hoe it goes.

  2. Have u thought of taping their conversations so that you can play them back to them later? Very powerful to hear your own voice and put a level to your own thinking at the same time 🙂

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