Using SOLO Taxonomy to Make Observations Like a Scientist

Name: Using SOLO Taxonomy to Make Observations Like a Scientist
SKU: 51078
Price: 49.95 AUD
Availability: InStock
ISBN: 9781776555345

How to build on the science capability of gathering and interpreting data in relation to natural phenomena

Discover how productive and rewarding the task of developing curious minds can be. This resource combines SOLO Taxonomy, as an accessible, robust way of making learning visible, with current theories on how students learn and effective pedagogies. Building on Book 1 in this series, it investigates the increasing complexity of the science capability of gathering and interpreting data through a series of simple paired experiments in contexts that are familiar and important to students.

Ages: 5-15 | Pages: 80 | Code: 51078 | ISBN: 9781776555345

Series: Using SOLO Taxonomy to Think and Make Observations Like a Scientist Series

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Pam Hook

Pam Hook is an educational consultant who advises schools and institutions in New Zealand, Australia, Denmark, Malaysia, Singapore, Hong Kong, Japan and the Pacific Islands on developing curricula and pedagogies for learning to learn based on SOLO Taxonomy. She is a popular keynote speaker at conferences. Pam is author of more than 25 books on SOLO Taxonomy, including titles translated into Danish, and has developed a series of SOLO web-based apps, Apple iPad apps and YouTube videos. She hosts collaborative online communities for SOLO practitioners on Twitter @arti_choke @globalsolo and Pinterest www.pinterest.nz/solotaxonomy.

Willem Tolhoek

Willem Tolhoek has been a science educator in New Zealand secondary schools since 2005. He has a passion for developing literacy and engaging students in science. As acting Head of Learning Area in Science for four years, he has worked with Pam Hook to further integrate the use of SOLO Taxonomy into the science curriculum as a way of moving students’ surface-level thinking to a deeper level of understanding. Willem is a proud father of Isobel and is thankful for the support of his partner, Tegan.

Contents
Introduction	4
Chapter 1. Teaching in the early years	7
What you need to teach effectively	11
How do we support children's learning?	13
Chapter 2. The language of teaching	20
Helping children to talk	21
Non-verbal communication	26
Chapter 3. The physical environment	30
Key considerations about routine	33
The enabling environment	36
Chapter 4. Recognising that learning is taking place	39
Signs we know children are learning	40
Meeting individual children's needs to support learning	47
Chapter 5. Following the children's lead to support learning	52
Involving parents in children's learning	54
Quality assessment	56
Chapter 6. Children's experiences in each area of learning	60
Photocopiable Forms	62
Cohort progress analysis example	62
Cohort percentage example	63
Reflective practice chart	64
Impact on learning indicators	65
Lesson observation sheet	66
References	67