How to use Solo Taxonomy to 'feed up "to raise student's achievement.
While this title sounds a little heavy solo is actually a very simple way to assess children's learning at different levels. I had heard Pam Hook speak a few years ago and liked what she said although it was pitched at a high school level. This time I could see how to use this taxonomy in our primary classes. While I don't like the names of each of the stages,prestructural,unistructural,multistructural,relational,extened abstract, the signs that can be used by the children to help explain their level of understanding are great. The idea of solo is to provide the child identify their learning strengths and needs with clear stages of understanding by writing a clear rubric for the topic. They can see very easily how they can move from understanding nothing or one thing through to knowing a lot of things and then being able to use that knowledge and apply it to another situation or creative idea to show that they have a deeper understanding of the concept being taught. The children become more skilled in making Where to next? decisions. I am going to try this taxonomy when teaching the golden rules. I will share this with my team and get them to trial it to see if it works with our kids. I know Danielle and Robyn are keen to trial this too.
Hooked on Thinking - Pam Hook will be on line in a few weeks . pamhook.com
Monday, 30 January 2012
Friday, 27 January 2012
Learning @School Conference - reflections
Sitting down with a glass of wine and reflecting after two full on days at the Learning @school conference. As with any conference you end up with an overload of information and you need to take the time to work through all your notes and handouts.
Day one I went to breakouts that focused on quality feedback and feed forward and how this can help our children talk about their learning on their blogs. The first breakout was on metacognition- thinking about thinking. The presenter explained the need to teach specific reading strategies and how to do this successfully. While many of the ideas presented we already knew due to our PD with Alison Davies there is always things to learn.
The main ideas I took out of this presentation were
the need to model one strategy at a time
to work together with your class or group to practice this strategy
to give children the time and opportunity to practice this strategy independently in a range of contexts.
By providing this scaffolding the children should be able to use this strategy confidently and you can then move on to teaching another reading strategy.
When modelling teacher uses THINK OUT LOUDS. This is when the teacher puts down her book and models what she is thinking. "I am inferring that...."
Teaching of reading strategies must be planned for to be effective. Postit notes on the book with your Think Out Louds written down will make the lesson flow.
Teaching in this way enabled children to be articulate about their learning "I am learning to make inferences about texts" and they can then use THINK OUT LOUDS on their blogs to articulate their thinking. Other class members and teachers should be able to respond with quality feedback and feed forward because learning is specific and learning intention is clear.
Will definitely use this in my class and on our blogs.
Ideas to help children reflect on their learning that I am going to try in my class are the
Exit Pass -post it notes after lesson before they leave the room. or
3-2-1
3 things I found out
2 interesting things
1 question I still have
Stop and Think Card and Think marks
Day one I went to breakouts that focused on quality feedback and feed forward and how this can help our children talk about their learning on their blogs. The first breakout was on metacognition- thinking about thinking. The presenter explained the need to teach specific reading strategies and how to do this successfully. While many of the ideas presented we already knew due to our PD with Alison Davies there is always things to learn.
The main ideas I took out of this presentation were
the need to model one strategy at a time
to work together with your class or group to practice this strategy
to give children the time and opportunity to practice this strategy independently in a range of contexts.
By providing this scaffolding the children should be able to use this strategy confidently and you can then move on to teaching another reading strategy.
When modelling teacher uses THINK OUT LOUDS. This is when the teacher puts down her book and models what she is thinking. "I am inferring that...."
Teaching of reading strategies must be planned for to be effective. Postit notes on the book with your Think Out Louds written down will make the lesson flow.
Teaching in this way enabled children to be articulate about their learning "I am learning to make inferences about texts" and they can then use THINK OUT LOUDS on their blogs to articulate their thinking. Other class members and teachers should be able to respond with quality feedback and feed forward because learning is specific and learning intention is clear.
Will definitely use this in my class and on our blogs.
Ideas to help children reflect on their learning that I am going to try in my class are the
Exit Pass -post it notes after lesson before they leave the room. or
3-2-1
3 things I found out
2 interesting things
1 question I still have
Stop and Think Card and Think marks
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