SOLO based approaches and effective strategies - Revision history

http://www.pamhook.com/mediawiki/index.php?action=history&feed=atom&title=SOLO_based_approaches_and_effective_strategies SOLO based approaches and effective strategies - Revision history 2026-04-03T17:43:47Z Revision history for this page on the wiki MediaWiki 1.17.0 http://www.pamhook.com/mediawiki/index.php?title=SOLO_based_approaches_and_effective_strategies&diff=1482&oldid=prev PamHook at 04:17, 4 July 2014 2014-07-04T04:17:40Z

<p></p> <table style="background-color: white; color:black;"> <col class='diff-marker' /> <col class='diff-content' /> <col class='diff-marker' /> <col class='diff-content' /> <tr valign='top'> <td colspan='2' style="background-color: white; color:black;">← Older revision</td> <td colspan='2' style="background-color: white; color:black;">Revision as of 04:17, 4 July 2014</td> </tr><tr><td colspan="2" class="diff-lineno">Line 44:</td> <td colspan="2" class="diff-lineno">Line 44:</td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>| [[SOLO Odd one out]]</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>| [[SOLO Odd one out]]</div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>| [[SOLO Whoosh]]</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>| [[SOLO Whoosh]]</div></td></tr> <tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>|  </div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>| <ins class="diffchange diffchange-inline">[[SOLO Comparative Analysis Template]]</ins></div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|-</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|-</div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|  </div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|  </div></td></tr> </table>

PamHook http://www.pamhook.com/mediawiki/index.php?title=SOLO_based_approaches_and_effective_strategies&diff=1248&oldid=prev PamHook at 02:11, 12 January 2013 2013-01-12T02:11:28Z

<p></p> <table style="background-color: white; color:black;"> <col class='diff-marker' /> <col class='diff-content' /> <col class='diff-marker' /> <col class='diff-content' /> <tr valign='top'> <td colspan='2' style="background-color: white; color:black;">← Older revision</td> <td colspan='2' style="background-color: white; color:black;">Revision as of 02:11, 12 January 2013</td> </tr><tr><td colspan="2" class="diff-lineno">Line 3:</td> <td colspan="2" class="diff-lineno">Line 3:</td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|jpg|jpg|left}}</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|jpg|jpg|left}}</div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"></td></tr> <tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>The meta language for learning from The Structure of Observed Learning Outcome (SOLO) model (Biggs and Collis, 1998) allows schools to teach for this understanding of thinking.  The levels of learning outcome in SOLO enables the thinking toolbox to be classified against different complexities of learning outcomes rather than against critical, creative and caring thinking outcomes.  </div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>The meta language for learning from The Structure of Observed Learning Outcome (SOLO) model (Biggs and Collis, 1998) allows schools to teach for this understanding of thinking.  The <ins class="diffchange diffchange-inline">five </ins>levels of learning outcome in SOLO <ins class="diffchange diffchange-inline">(prestructural, unistructural, multistructural, relational, extended abstract) </ins>enables the thinking toolbox to be classified against different complexities of learning outcomes rather than against critical, creative and caring thinking outcomes.  </div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>For an example of this approach see [[File:HOT SOLO Coded Thinking Interventions.pdf]]</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>For an example of this approach see [[File:HOT SOLO Coded Thinking Interventions.pdf]]</div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"></td></tr> </table>

PamHook http://www.pamhook.com/mediawiki/index.php?title=SOLO_based_approaches_and_effective_strategies&diff=1246&oldid=prev PamHook at 00:49, 12 January 2013 2013-01-12T00:49:54Z

<p></p> <table style="background-color: white; color:black;"> <col class='diff-marker' /> <col class='diff-content' /> <col class='diff-marker' /> <col class='diff-content' /> <tr valign='top'> <td colspan='2' style="background-color: white; color:black;">← Older revision</td> <td colspan='2' style="background-color: white; color:black;">Revision as of 00:49, 12 January 2013</td> </tr><tr><td colspan="2" class="diff-lineno">Line 1:</td> <td colspan="2" class="diff-lineno">Line 1:</td></tr> <tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>[[File:MeasuringLearningOutcomes resized.jpg |left]]When schools create a “thinking toolbox” of skills and dispositions, they risk teaching for the knowing of thinking, rather than the understanding of thinking. (For an example of a thinking toolbox click on thumbnail below - from [http://www.nzcer.org.nz/nzcerpress/curriculum-matters/curriculum-matters-2-2006 Hook, P. (2006). A Thinking Curriculum. Curriculum Matters NZCER Press, Volume 2 p83.)]  </div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>[[File:MeasuringLearningOutcomes resized.jpg |left]]When schools create a “thinking toolbox” of skills and dispositions, they risk teaching for the knowing of thinking, rather than the understanding of thinking. (For an example of a thinking toolbox click on thumbnail below - <ins class="diffchange diffchange-inline">adapted </ins>from [http://www.nzcer.org.nz/nzcerpress/curriculum-matters/curriculum-matters-2-2006 Hook, P. (2006). A Thinking Curriculum. Curriculum Matters NZCER Press, Volume 2 p83.)] <ins class="diffchange diffchange-inline">To teach for the understanding of thinking, schools must create learning environments where the thinking and ICT interventions are used to enhance the conditions of value for different learning outcomes. Purposeful use of thinking and ICT interventions can only occur in environments where learning outcomes can be analysed and improved, and where pedagogies for reflection, pattern recognition, and connection, are encouraged.</ins></div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>   </div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>   </div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|jpg|jpg|left}}</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|jpg|jpg|left}}</div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"></td></tr> <tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del class="diffchange diffchange-inline">To teach for the understanding of thinking, schools must create learning environments where the thinking and ICT interventions are used to enhance the conditions of value for different learning outcomes. Purposeful use of thinking and ICT interventions can only occur in environments where learning outcomes can be analysed and improved, and where pedagogies for reflection, pattern recognition, and connection, are encouraged. </del>The meta language for learning from The Structure of Observed Learning Outcome (SOLO) model (Biggs and Collis, 1998) allows schools to teach for this understanding of thinking.  <del class="diffchange diffchange-inline">This meta language </del>of learning enables the thinking toolbox to be classified against different complexities of <del class="diffchange diffchange-inline">student </del>learning outcomes rather than against critical, creative and caring <del class="diffchange diffchange-inline">learning </del>outcomes.  </div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>The meta language for learning from The Structure of Observed Learning Outcome (SOLO) model (Biggs and Collis, 1998) allows schools to teach for this understanding of thinking.  <ins class="diffchange diffchange-inline">The levels </ins>of learning <ins class="diffchange diffchange-inline">outcome in SOLO </ins>enables the thinking toolbox to be classified against different complexities of learning outcomes rather than against critical, creative and caring <ins class="diffchange diffchange-inline">thinking </ins>outcomes.  </div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>For an example of this approach see [[File:HOT SOLO Coded Thinking Interventions.pdf]]</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>For an example of this approach see [[File:HOT SOLO Coded Thinking Interventions.pdf]]</div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"></td></tr> </table>

PamHook http://www.pamhook.com/mediawiki/index.php?title=SOLO_based_approaches_and_effective_strategies&diff=1245&oldid=prev PamHook at 00:41, 12 January 2013 2013-01-12T00:41:22Z

<p></p> <table style="background-color: white; color:black;"> <col class='diff-marker' /> <col class='diff-content' /> <col class='diff-marker' /> <col class='diff-content' /> <tr valign='top'> <td colspan='2' style="background-color: white; color:black;">← Older revision</td> <td colspan='2' style="background-color: white; color:black;">Revision as of 00:41, 12 January 2013</td> </tr><tr><td colspan="2" class="diff-lineno">Line 1:</td> <td colspan="2" class="diff-lineno">Line 1:</td></tr> <tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>When schools create a “thinking toolbox” of skills and dispositions, they risk teaching for the knowing of thinking, rather than the understanding of thinking. (For an example of a thinking toolbox click on thumbnail below - from [http://www.nzcer.org.nz/nzcerpress/curriculum-matters/curriculum-matters-2-2006 Hook, P. (2006). A Thinking Curriculum. Curriculum Matters NZCER Press, Volume 2 p83.)]  </div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">[[File:MeasuringLearningOutcomes resized.jpg |left]]</ins>When schools create a “thinking toolbox” of skills and dispositions, they risk teaching for the knowing of thinking, rather than the understanding of thinking. (For an example of a thinking toolbox click on thumbnail below - from [http://www.nzcer.org.nz/nzcerpress/curriculum-matters/curriculum-matters-2-2006 Hook, P. (2006). A Thinking Curriculum. Curriculum Matters NZCER Press, Volume 2 p83.)]  </div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>   </div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>   </div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|jpg|jpg|left}}</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|jpg|jpg|left}}</div></td></tr> <tr><td colspan="2" class="diff-lineno">Line 7:</td> <td colspan="2" class="diff-lineno">Line 7:</td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Using SOLO levels to differentiate learning outcomes can be applied to any approach and or strategy used for thinking - enabling both teachers and students to better target support for specific learning outcomes. Refer examples in the table below.</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>Using SOLO levels to differentiate learning outcomes can be applied to any approach and or strategy used for thinking - enabling both teachers and students to better target support for specific learning outcomes. Refer examples in the table below.</div></td></tr> <tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"></ins></div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{| style="width: 500px" border="1" cellpadding="1" cellspacing="1"</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{| style="width: 500px" border="1" cellpadding="1" cellspacing="1"</div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|-</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|-</div></td></tr> </table>

PamHook http://www.pamhook.com/mediawiki/index.php?title=SOLO_based_approaches_and_effective_strategies&diff=1241&oldid=prev PamHook at 23:52, 11 January 2013 2013-01-11T23:52:23Z

<p></p> <table style="background-color: white; color:black;"> <col class='diff-marker' /> <col class='diff-content' /> <col class='diff-marker' /> <col class='diff-content' /> <tr valign='top'> <td colspan='2' style="background-color: white; color:black;">← Older revision</td> <td colspan='2' style="background-color: white; color:black;">Revision as of 23:52, 11 January 2013</td> </tr><tr><td colspan="2" class="diff-lineno">Line 1:</td> <td colspan="2" class="diff-lineno">Line 1:</td></tr> <tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>When schools create a “thinking toolbox” of skills and dispositions, they risk teaching for the knowing of thinking, rather than the understanding of thinking. (For an example of a thinking toolbox click on thumbnail below - from Hook, P. (2006). A Thinking Curriculum. Curriculum Matters NZCER Press, Volume 2 p83.)  </div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>When schools create a “thinking toolbox” of skills and dispositions, they risk teaching for the knowing of thinking, rather than the understanding of thinking. (For an example of a thinking toolbox click on thumbnail below - from <ins class="diffchange diffchange-inline">[http://www.nzcer.org.nz/nzcerpress/curriculum-matters/curriculum-matters-2-2006 </ins>Hook, P. (2006). A Thinking Curriculum. Curriculum Matters NZCER Press, Volume 2 p83.)<ins class="diffchange diffchange-inline">] </ins></div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>   </div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>   </div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|jpg|jpg|left}}</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|jpg|jpg|left}}</div></td></tr> </table>

PamHook http://www.pamhook.com/mediawiki/index.php?title=SOLO_based_approaches_and_effective_strategies&diff=1240&oldid=prev PamHook at 23:49, 11 January 2013 2013-01-11T23:49:55Z

<p></p> <table style="background-color: white; color:black;"> <col class='diff-marker' /> <col class='diff-content' /> <col class='diff-marker' /> <col class='diff-content' /> <tr valign='top'> <td colspan='2' style="background-color: white; color:black;">← Older revision</td> <td colspan='2' style="background-color: white; color:black;">Revision as of 23:49, 11 January 2013</td> </tr><tr><td colspan="2" class="diff-lineno">Line 1:</td> <td colspan="2" class="diff-lineno">Line 1:</td></tr> <tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>When schools create a “thinking toolbox” of skills and dispositions, they risk teaching for the knowing of thinking, rather than the understanding of thinking. (For an example click on thumbnail below - from Hook, P. (2006). A Thinking Curriculum. Curriculum Matters NZCER Press, Volume 2 p83.)  </div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>When schools create a “thinking toolbox” of skills and dispositions, they risk teaching for the knowing of thinking, rather than the understanding of thinking. (For an example <ins class="diffchange diffchange-inline">of a thinking toolbox </ins>click on thumbnail below - from Hook, P. (2006). A Thinking Curriculum. Curriculum Matters NZCER Press, Volume 2 p83.)  </div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>   </div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>   </div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|jpg|jpg|left}}</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|jpg|jpg|left}}</div></td></tr> </table>

PamHook http://www.pamhook.com/mediawiki/index.php?title=SOLO_based_approaches_and_effective_strategies&diff=1239&oldid=prev PamHook at 23:48, 11 January 2013 2013-01-11T23:48:54Z

<p></p> <table style="background-color: white; color:black;"> <col class='diff-marker' /> <col class='diff-content' /> <col class='diff-marker' /> <col class='diff-content' /> <tr valign='top'> <td colspan='2' style="background-color: white; color:black;">← Older revision</td> <td colspan='2' style="background-color: white; color:black;">Revision as of 23:48, 11 January 2013</td> </tr><tr><td colspan="2" class="diff-lineno">Line 1:</td> <td colspan="2" class="diff-lineno">Line 1:</td></tr> <tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>When schools create a “thinking toolbox” of skills and dispositions, they risk teaching for the knowing of thinking, rather than the understanding of thinking. (For an example click on thumbnail below.)  </div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>When schools create a “thinking toolbox” of skills and dispositions, they risk teaching for the knowing of thinking, rather than the understanding of thinking. (For an example click on thumbnail below <ins class="diffchange diffchange-inline">- from Hook, P. (2006). A Thinking Curriculum. Curriculum Matters NZCER Press, Volume 2 p83</ins>.)  </div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>   </div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>   </div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|jpg|jpg|left}}</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|jpg|jpg|left}}</div></td></tr> </table>

PamHook http://www.pamhook.com/mediawiki/index.php?title=SOLO_based_approaches_and_effective_strategies&diff=1238&oldid=prev PamHook at 23:46, 11 January 2013 2013-01-11T23:46:12Z

<p></p> <table style="background-color: white; color:black;"> <col class='diff-marker' /> <col class='diff-content' /> <col class='diff-marker' /> <col class='diff-content' /> <tr valign='top'> <td colspan='2' style="background-color: white; color:black;">← Older revision</td> <td colspan='2' style="background-color: white; color:black;">Revision as of 23:46, 11 January 2013</td> </tr><tr><td colspan="2" class="diff-lineno">Line 1:</td> <td colspan="2" class="diff-lineno">Line 1:</td></tr> <tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|jpg|jpg}}</div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">When schools create a “thinking toolbox” of skills and dispositions, they risk teaching for the knowing of thinking, rather than the understanding of thinking. (For an example click on thumbnail below.) </ins></div></td></tr> <tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline"> </ins></div></td></tr> <tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|jpg|jpg<ins class="diffchange diffchange-inline">|left</ins>}}</div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"></td></tr> <tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;">To teach for the understanding of thinking, schools must create learning environments where the thinking and ICT interventions are used to enhance the conditions of value for different learning outcomes. Purposeful use of thinking and ICT interventions can only occur in environments where learning outcomes can be analysed and improved, and where pedagogies for reflection, pattern recognition, and connection, are encouraged. The meta language for learning from The Structure of Observed Learning Outcome (SOLO) model (Biggs and Collis, 1998) allows schools to teach for this understanding of thinking.  This meta language of learning enables the thinking toolbox to be classified against different complexities of student learning outcomes rather than against critical, creative and caring learning outcomes. </ins></div></td></tr> <tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;">For an example of this approach see [[File:HOT SOLO Coded Thinking Interventions.pdf]]</ins></div></td></tr> <tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;"></ins></div></td></tr> <tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins style="color: red; font-weight: bold; text-decoration: none;">Using SOLO levels to differentiate learning outcomes can be applied to any approach and or strategy used for thinking - enabling both teachers and students to better target support for specific learning outcomes. Refer examples in the table below.</ins></div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{| style="width: 500px" border="1" cellpadding="1" cellspacing="1"</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{| style="width: 500px" border="1" cellpadding="1" cellspacing="1"</div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|-</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|-</div></td></tr> </table>

PamHook http://www.pamhook.com/mediawiki/index.php?title=SOLO_based_approaches_and_effective_strategies&diff=1237&oldid=prev PamHook at 23:14, 11 January 2013 2013-01-11T23:14:38Z

<p></p> <table style="background-color: white; color:black;"> <col class='diff-marker' /> <col class='diff-content' /> <col class='diff-marker' /> <col class='diff-content' /> <tr valign='top'> <td colspan='2' style="background-color: white; color:black;">← Older revision</td> <td colspan='2' style="background-color: white; color:black;">Revision as of 23:14, 11 January 2013</td> </tr><tr><td colspan="2" class="diff-lineno">Line 1:</td> <td colspan="2" class="diff-lineno">Line 1:</td></tr> <tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del class="diffchange diffchange-inline">[http://www.example.com link title][[File:File:Thinking Toobox 2004 Thumbnail.</del>jpg<del class="diffchange diffchange-inline">]]</del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">{{file thumbnail|Thinking_Toobox_2004_Thumbnail|Thinking_Toobox_2004|</ins>jpg<ins class="diffchange diffchange-inline">|jpg}}</ins></div></td></tr> <tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{| style="width: 500px" border="1" cellpadding="1" cellspacing="1"</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{| style="width: 500px" border="1" cellpadding="1" cellspacing="1"</div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|-</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|-</div></td></tr> </table>

PamHook http://www.pamhook.com/mediawiki/index.php?title=SOLO_based_approaches_and_effective_strategies&diff=1236&oldid=prev PamHook at 23:02, 11 January 2013 2013-01-11T23:02:27Z

<p></p> <table style="background-color: white; color:black;"> <col class='diff-marker' /> <col class='diff-content' /> <col class='diff-marker' /> <col class='diff-content' /> <tr valign='top'> <td colspan='2' style="background-color: white; color:black;">← Older revision</td> <td colspan='2' style="background-color: white; color:black;">Revision as of 23:02, 11 January 2013</td> </tr><tr><td colspan="2" class="diff-lineno">Line 1:</td> <td colspan="2" class="diff-lineno">Line 1:</td></tr> <tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div> </div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">[http://www.example.com link title][[File:File:Thinking Toobox 2004 Thumbnail.jpg]]</ins></div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{| style="width: 500px" border="1" cellpadding="1" cellspacing="1"</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{| style="width: 500px" border="1" cellpadding="1" cellspacing="1"</div></td></tr> <tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|-</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|-</div></td></tr> </table>

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