Solo Taxonomy by Mat Pullen – @Mat6453
I have been thinking about SOLO taxonomy for a while and the impact it can have on student learning in PE. I have also looked at ways to make it easier for students to access.
I have previously blogged about Project Based Learning here and the feedback has been really positive. both staff and teachers are engaged in this approach to co construction of the curriculum and lots of teachers are telling me about their plans for embedding it in their schemes.
To move things on a bit I wanted to look at ways of supporting students to create their own learning models. To help facilitate the process of finding out what they need to improve on and where to find out how to do that.
That is where the link with SOLO comes in. I have used SOLO to great effect in practical sessions and students are really showing great progress in lessons and more importantly they kbow what they need to do to keep progressing.
In order to support this further I have created posters that I can use in sessions that allow the students to acces some visual cues to support them in their construction of lessons. The posters trigger augmented reality links to images and videos to help students check on technique and to assist in giving detailed feedback to each other.
The process is fairly simple, I created a poster on my iPad using Comic Life. Add this image to Layar.com in their creator section, add in video and images to the relevent sections and voila, augmented reality posters. The students can now access these with any device with the Layar app installed.
So now in a session, we start with students looking at a problem that they need to solve, they look at the skills they will need to develop to support them in overcoming the problem. Around the hall are posters with links to images and videos to help support their learning. They integrate numeracy to support their understanding of success, they use literacy to improve communication and feedback and they can see how they can progress using the SOLO stages.
This is a real change in lesson structure but really engages students to be active whilst learning a whole wealth of key transferable skills.
Why? Proof reading – self assessment. I am forever correcting the same mistakes which arise from a lack of proof reading. As soon as I question a student they know how to correct their work, but they don’t seem to do it!
Possible solution. Walking dictation. Students work in group of three – one student is the scribe and the other two are runners. Differentiated texts, images or sound files are placed across the classroom from where the groups are based.
One runner from each group at a time ‘walks’ to their allocated text, reads part of it and returns back to the group where they dictate to the scribe what they read. The other runner hears how far their team mate read and goes up to the text to read and then return to relay the next part of the text to the team. The scribe is using listening and writing skills and the runners are using listening, reading and speaking skills.
All members are working on their communication and team work skills.
What’s the carrot? Well there has to be a success criteria and I use the least amount of points win. Winners win one point, second place two etc. However, points are incurred for misspelt words, or indeed missed words.
Outcome. Challenge and drive for accuracy. It is an engaging task where students realise the importance of accuracy and to check over their work to eliminate avoidable errors.
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Head of MFL
Feedback. Please let us know how ‘Walking dictation’ worked for you. Leave a comment on this post or tweet us at @nslhub.
Why? We wanted an efficient way to communicate the students strengths and weaknesses to students based on their most recent mock. We saw the value in a question by question breakdown but it seemed time consuming.
Possible solution. We made a feedback sheet that had space for a question by question breakdown and comment on where to revise. We then used a mail merge to drop individual results into the sheets.
Outcome. The students said the detailed feedback really helped them focus their revision. Allowing them to work on the topics they needed to instead of succumbing to the temptation to just practise what they were already good at.
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Head of Maths
Feedback. Please let us know how ‘mail merging student test results into feedback sheets’ worked for you. Leave a comment on this post or tweet us at @nslhub.
I try to lead by challenging preconceived notions that people are born talented or lucky. In Daniel Coyle’s The Talent Code: Greatness isn’t born it’s Grown he argues that talent is grown through purposeful practice…deep practice. Below I give a specific example of how this can be seen in students’ learning.
“We all have the ability to profoundly change our levels of talent, our level of skill. Where clusters of great talent emerge there has been a culture created where individuals are constantly reaching and repeating, making mistakes, receiving feedback, building better brains, faster more fluent brains…inside the brain myelin acts like insulation on the pathways and connections in the brain – each time we reach and repeat we earn another layer – signal speeds in the brain start to increase from 2 mph to 200 mph – neuro broadband – (or the difference between normal and great).” (Dan Coyle)
What he is describing is the hardwiring of the brain – through repeated efforts, mistakes and improvement, until the action (or learning) becomes as natural as riding a bike. That is how talent is created.
This recently became really evident to me during a lesson observation of my Y12 Sociology class: one observer sat next to a student and asked her to deconstruct the exam question we were looking at (having heard me used the word ‘deconstruct’ in my instructions). I was amazed, and pleased, to hear her deconstruct the question effortlessly, without hesitation and to depth, drawing on prior knowledge, pulling out command words, key subject-specific words and implied meaning behind the question in a thorough analysis that was no less deep than if I had done it. I realised then that her success in that skill (which she hadn’t been able to do at the start of the year) came from the fact that this was how we started every topic that we studied: with an exam question that we deconstruct thoroughly. Essentially, us practising this skill at the start of every topic had resulted in it becoming ‘hardwired’ in her brain so that she could effortlessly pull it out no matter what the topic or question. Deconstructing an exam question is a transferable skill so I hope that she is able to make use of it in her other subjects as well.
This message of repeating to hardwire your brain is exactly what I’m trying to get across to Y8 in my assemblies, preparing them for their mid-year exams, and reminding them that determined and deliberate effort = success.
Here’s another useful resource, Dan Coyle’s TED talk…
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Why? In Art & Design we mark students coursework & exam projects numerous times before the final marks are submit at the end of the course. I found that students would occasionally lose the odd feedback sheet & sometimes even the assessment booklets I provided.
Possible solution. To make certain we have a clear record of progression in sketchbooks, I adapted an assessment worksheet I saw at Redland Green Art Department for our GCSE & A-Level classes. It is just one A3 assessment sheet which clearly shows the progression students make over time in each of the assessment objectives. Every time work is marked, I do it in a different colour pen and pupils can see their work gaining more marks as they redraft & build up their projects.
GCSE Marking Progress Sheet (editable) – Easily adapted for any subject!
Outcome. Pupils & teachers can see clearly see on one page (which is stuck into sketchbooks) where they are making progress and the areas in which they need to improve.
Art Teacher / Artist / Leader
Feedback. Please let us know how ‘Tracking progress over time’ worked for you. Leave a comment on this post or tweet us at @nslhub.
Why? Returning formative feedback often has a demotivating impact, despite any positive comments. This is a particular issue for Key stage 4 C/D borderline students who find the leap to the next grade quite daunting, and able students attempting to bridge the gap between A-A*.
Possible solution. To direct student focus to improving I have added an extra comment to assessment sheets. When students receive their assessments they now see not only their target grade and current grade but the marks required to get to the next grade,
Here are a couple examples of this marginal gain being implemented…
Outcome. The effect was immediate as students focused on the marks required to achieve the next grade rather than their current grade.A year 10 student commented on the fact that he was just 2 marks away from achieving a C grade, not that he had a D grade. In his previous assessment he had felt quite despondent. It is a simple yet, effective motivational tool that provides an instant snapshot of how close they are to the next step.
Post submitted by:
Head of Art
Feedback. Please let us know how ‘Formative feedback marginal gain’ worked for you. Leave a comment on this post or tweet us at @nslhub.