GO SOLO for As91264(2.9)

I found SOLO taxonomy use with teaching and marking.


Achievement 

The student shows evidence of using each component of the statistical 

inquiry cycle to make an inference.

The student has:

      specified the purpose of the investigation or has a clear 

      investigative question selected random samples with evidence of how

      this selection was made. The selection is sufficient and relevant to

      the investigative question selected and used appropriate displays

     and measures discussed the sample distributions discussed sampling

      variability, including variability of estimates, made a correct inference

      communicated findings clearly.

Achievement with Merit

The student will make an inference, showing evidence of linking each 

component of the statistical inquiry cycle to the context, and/or populations

 and referring to evidence in support of statements made.

The student has:

specified the purpose of the investigation or has a clear investigative

 question. The purpose or question link to the situation being investigated

selected random samples. The selection is sufficient and relevant to the

 investigative question. Reference to decisions about method or sample 

size is made selected and used appropriate displays and measures

discussed the sample distributions, using supporting evidence that is 

linked to the context discussed sampling variability, including variability

 of estimates made a correct supported inference

communicated findings clearly, and has linked findings to the context

 and populations.

Achievement with Excellence

The student will make an inference, showing evidence of integrating

 statistical and contextual knowledge throughout the statistical enquiry cycle.

 They may reflect on the process or consider other explanations.

The student has:

specified the purpose of the investigation and the investigative question,

 and these are relevant to the situation being investigated

selected random samples. The selection is sufficient and relevant to the

 investigative question. Reference to decisions about method and sample 

size is made

selected and used appropriate displays and measures discussed the 

sample distributions, integrating statistical and contextual knowledge

discussed sampling variability, including variability of estimates

made a correct supported inference communicated findings clearly

 and has linked findings to the context and populations. They have

 justified their inference, integrating contextual and statistical knowledge,

 or they have reflected about the process, or they have considered other 

explanations.

My Inquiry

End of Term1 update

PEEL structure

Useful tips

 Along with the useful composition acronyms, 

 the PEEL (point, evidence, explanation, link) format

 I introduced in Analysis to improve students' paragraph

 structuring  and formatting capabilities. The results of

 mastering this technique were quite visible in the writing. 

This is because of a well-crafted paper  is one that pays

 careful attention to the format and structure of each

 paragraph, ensuring the adequate delivery of all major

 points addressed.

I spent more time as this is useful for every topic.

Here is the framework

 

Leading for Differentiation

Growing Teachers who Grow kids

 Recently I read a book about Leading for Differentiation  by
Carol Anne Tomlinson & Michael Murphey.

 Four traits of classroom teaching

Student- centred, because to help each learner grow, 
it is imperative to know where that learner is in a 
progression from novice to competent to expert.

Knowledge- centred, so that teachers and students

 invest in important learning goals that help learners

 make connections among ideas, see relationships 

among the various aspects of what they learn, 

and become able to apply and transfer what 

they learn to contexts beyond the immediate lesson

 and beyond the classroom.

Assessment- centred, because of effective use of 

formative assessment helps teacher and students

 better understand the student's learning journey 

and know how to construct the next steps in 

that journey.

Community-centred, because it is important 

for students to have support as they grapple 

with challenge and because working in a

 community (rather than in isolation) inevitably

 models varied pathways to learning.

I found this book very useful to differentiate effectively.