Monday, March 16, 2015

Going SOLO

How can students being aware of what they are learning and what they need to learn to accelerate cognitive engagement? 

Over the past few weeks I have put much thought into how I could physically carry this out. Initially my plan was to use progressions with each student to identify what level they are working at. Then to make these progressions visible to the students so that they can see what is expected at the next level. But, I have faced a number of problems with this initial plan. Firstly our school progressions are very broad and are not worded in such a way for students to understand and identify achievement clearly. Secondly because the progressions are per year, the progress of a student is going to be very minimal. Therefore, such a goal could potentially be too hard and take too long to give students any sense of achievement and motivation. So this has left me with the need to have small achievable learning steps for each specific learning intention/WALT. 

The new direction which I have now taken to try satisfy this need is to use SOLO Taxonomy. In a recent meeting as a whole staff we explored SOLO and how it provides a model of understanding with several steps. From previous experience I value how SOLO breaks down learning intentions to give the learner explicit steps of their understanding. Therefore students are able to answer these three questions. What am I learning? How is my learning going? What do I need to learn next? 

As a result of this new direction with SOLO my original goals are the same but instead of using progressions directly I will break down each progression with SOLO to create achievable and visible learning steps.

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