SOLO Hexagons

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*in an '''extended abstract''' outcome students can  explore the  node where three hexagons share a corner and make a generalisation about the nature of the relationship between the ideas.
 
*in an '''extended abstract''' outcome students can  explore the  node where three hexagons share a corner and make a generalisation about the nature of the relationship between the ideas.
  
Download SOLO Hexagon Template
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'''Download SOLO Hexagon Templates'''
  
 
[[File:HookED_SOLO_Hexagons_Template_Primary_Y012.pdf]]
 
[[File:HookED_SOLO_Hexagons_Template_Primary_Y012.pdf]]
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[[File:HookED_SOLO_Hexagons_Template_Secondary.pdf]]
 
[[File:HookED_SOLO_Hexagons_Template_Secondary.pdf]]
  
Examples
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'''Examples'''
  
 
[[File:SOLOHexagons_HalseyDrive.jpg |left]]  
 
[[File:SOLOHexagons_HalseyDrive.jpg |left]]  
  
 
{{HookEDwiki navbar}}
 
{{HookEDwiki navbar}}

Revision as of 06:52, 10 January 2013

(Based on an idea from AM Hodgson. (1992). Hexagons for systems thinking.European Journal of Systems Dynamics 59 (1): 220-30.)

In this strategy for generating and connecting ideas, the students work in collaborative groups.

They:

  1. brainstorm everything they know about a given topic (presented as a focus question), such as a text, setting, structure, character, poem, text etc.
  2. record each idea or thought on a separate blank hexagon.
  3. arrange the hexagons by tessellating the hexagons.


The outcome differs according to the SOLO level:

Download SOLO Hexagon Templates

File:HookED SOLO Hexagons Template Primary Y012.pdf

File:HookED SOLO Hexagons Template Secondary.pdf

Examples

SOLOHexagons HalseyDrive.jpg
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