The SOLO taxonomy is a useful way to help students to categorise levels of thinking in relation to questions to be asked. For example, types of questions that when asked, yield factual and descriptive detail, those that elicit explanatory details and opinion and questions that will yield analysis and novel ideas. Using a newspaper article from the 1960s about a significant event or person in Australia, teacher models specific types of questions that elicit different details and responses about the text.Discuss the gaps in knowledge and understanding and discuss ways of locating relevant information. What vocabulary is associated with this period in Australia in particular? Develop a class vocab list, which students may add to during the unit of work. What do students know of the 1960s in Australia? Teacher leads brainstorm and students categorise information under social, cultural and economic conditions.A thinking scaffold may be used to organise ideas about the social and cultural lives of young people in Australia during the 1960s. Each group may have different information. Students respond to selected images, newspaper headlines and relevant magazine articles in small groups. Teacher uses floorstorming as a strategy to activate background knowledge and develop field knowledge of the 1960s in Australia.
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