Category Archives: SOLO

Going ‘SOLO’ with an intro to Gothic Horror

This is going to be messy – but it’s time to make a start.

Today, with huge thanks to The Learning Spy, I tried to get my meagre think-tank around something I had seen bandied about Twitter for some time: SOLO Taxonomy.

Here are the basics of what I’ve read:

PRESTRUCTURAL

solo1 

The student knows nothing about the subject.

STUDENT: I don’t know anything

UNISTRUCTURAL

solo2 

The student knows one thing about the subject. Many students may share their knowledge which will move the group on.

STUDENT: I know one thing.

VERBS: define, label, match, select

FEEDBACK: How could you demonstate ‘multistructural’ knowledge?

MULTISTRUCTURAL

solo3

The student knows several things about the subject

STUDENT: I know several things.

VERBS: list, describe, complete,

FEEDBACK: How have you demonstrated ‘multistructural’ knowledge? How could you demonstrate ‘relational’ knowledge?

RELATIONAL

solo4

The student can link knowledge to make new ideas

STUDENT: I can find links and connections between the things I know to come up with new ideas.

VERBS: sequence, classify, explain (provide hexagons/triangles), question, analyse, apply, predict

FEEDBACK: How have you demonstrated ‘relational’ knowledge? How could you demonstrate ‘extended abstract’ concepts?

EXTENDED ABSTRACT

solo5

The student can apply knowledge in hypothetical ways.

Student: I can go beyond the subject and link my knowledge to other concepts to come up with new ideas (depends on BIG multistructural base of knowledge). I can suggest reasons why…

VERBS: evaluate, justify, generalise, argue, design, construct, perform

FEEDBACK: How have you demonstrated ‘extended abstract’ concepts?

(Images from http://www.amazon.co.uk/SOLO-Taxonomy-Guide-Schools-Bk/dp/192714356X )

EXAMPLES:

  • UNISTRUCTURAL – Who is Shakespeare?
  • MULTISTRUCTURAL – What did he do and why?
  • RELATIONAL – What things did he write about?
  • EXTENDED ABSTRACT – Does he influence modern writers?
  • UNISTRUCTURAL -What is Macbeth?
  • MULTISTRUCTURAL – What do I know about power in Macbeth?
  • RELATIONAL – What were the consequences of seeking power?
  • EXTENDED ABSTRACT – What can we learn about misguided ambition from this play?
  • UNISTRUCTURAL -What is a sentence?
  • MULTISTRUCTURAL – What are the different elements of a sentence?
  • RELATIONAL – What are the effects of varying the order of those elements?
  • EXTENDED ABSTRACT – How can writers use sentence structures to make their work more interesting?

And here is my attempt at the EXTENDED ABSTRACT:

The Thrill of Gothic Horror

A lesson introducing Victorian reactions to the genre

(Fighting back against the annual plethora of ‘Zombie Killer’ stories)

Starter

  • The answer: Bats, gravestones, ghosts, arched windows.
  • What is the question?

Share objective

  • To explore the context of the gothic horror genre

Share outcomes

  • I know some features of the gothic horror genre
  • I can link the features to events in history and society
  • I can generalise on the popularity of the genre at that time.

Multistructural

Relational

  • T models the ‘making links’ game on IWB
  • Sts play in groups (weaker sts play in teams, directed by T, on IWB)

1213 L1 links

Extended Abstract

  • Sts create a poster ‘Why the Victorians liked Gothic Horror’.

Sts RAG outcomes and discuss learning.

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