Just recently as part of our staff PD, we were given an introduction to SOLO from one of our APs Juanita Garden. I gained a deeper understanding of what SOLO was and how it applied in a classroom setting. We were given clear examples of how a students level of thinking could move from simple (Prestructural/Unistructural) to more complex (Relational/Extended Abstract).
Here's a link to the slide show that Juanita shared with us.
Making Sense of SOLO
Some of the ideas that arose from the PD discussions was that scaffolding was essential and that the simpler ideas/levels of thinking (e.g. knowledge of basic facts) was just as important as the deeper/complex levels of thinking. You can't have one without the other, as the simpler ideas are necessary building blocks towards higher cognitive thinking and understanding. Plus our students need more opportunities to articulate their thinking, and richer tasks to extend and challenge them.
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