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Using SOLO taxonomy to deepen students’ thinking and to give helpful feedback. Students don’t understand what you’ve asked them to do. We spend a lot of our time marking! What are the three most common problems you find when giving students feedback on their learning and progress?.
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Using SOLO taxonomy to deepen students’ thinking and to give helpful feedback
Students don’t understand what you’ve asked them to do. We spend a lot of our time marking! What are the three most common problems you find when giving students feedback on their learning and progress? Students respond to your feedback inaccurately or superficially. Students are not sure where to begin in making improvments.
Feedback to feed forward • SOLO taxonomy allows teachers and students to frame their comments using language that is clear on the next steps to progress.
Constructing learning outcomes using SOLO taxonomy What is the problem with all/most/some outcomes? What is the problem sometimes with differentiating your outcomes using levels/grades?
Today’s key question: How does the writer highlight the increasing conflict between Sir William and Alexander?
Which SOLO stage are you aiming for in today’s lesson? I will have at least one idea to write about and will link it to the target audience. I will have a few ideas to write about and include devices. My ideas will see the ‘bigger picture’, build on one another and acknowledge the counter-argument. I will tailor my vocabulary and ideas to make a convincing argument for the target audience, linking it to the ‘bigger picture’. My argument will be original. Think about a lesson you’ve just taught. What would be the four SOLO outcomes?
Constructing success criteria How do you construct your success criteria so students know if they have completed a task successfully? A Science example from Fearghal Kelly. @fkelly www.fkelly.co.uk
An example adapted from Stephen Tierney. @LeadingLearner www.leadinglearner.me
Marking using SOLO taxonomy • Where SOLO taxonomy becomes a better tool for marking than using Bloom’s Taxonomy is that students can be at different SOLO stages at different points in their work. • Using the SOLO framework also allows you to mark much more quickly than traditional summative comments at the end of the work.
Students responding to feedback • It is easy for students to feed forward, making SOLO taxonomy a much better tool for students to act upon feedback. • Using SOLO taxonomy, what feed forward tasks would you set for these two students based on their writing about the play An Inspector Calls?
Student 1 Student 2 Priestley has created the character of the inspector as a way of exploring how the younger generation could be influenced by more socialist views. In particular, Sheila is targeted by the inspector and is open to change. Mrs Birling comments that the inspector ‘has made a great impression’ on her. However, the way she says this suggests she is not happy about the level of influence he has on her daughter, since he represents a political ideology that she does not agree with. Furthermore, Mrs Birling undermines her daughter’s changing beliefs by referring to her as a ‘child’ and ‘hysterical’ – a tactic which keeps power and authority with her. The only two people who really seem to take in the Inspector’s message of caring for the community are Eric and Sheila. Without Inspector Goole’s words, they would still be behaving in an immature and selfish way. At the end of the play, they are both horrified that their parents do not seem to have learnt anything, excaliming ‘So nothing rally happened…We can all fo on behaving as we did.’ Their mother’s response of ‘Well, why shouldn’t we?’ shows she is just glad that her reputation is still in tact.
Feedforward: You are starting to move into relational thinking. Rewrite this paragraph to compare the different political views od Mrs Birling and Inspector Goole. Feed forward: You are starting to move into extended abstract. Include an evaluation of the impact of Priestley’s own political views and how this affects our response to the inspector. Priestley has created the character of the inspector as a way of exploring how the younger generation could be influenced by more socialist views. In particular, Sheila is targeted by the inspector and is open to change. Mrs Birling comments that the inspector ‘has made a great impression’ on her. However, the way she says this suggests she is not happy about the level of influence he has on her daughter, since he represents a political ideology that she does not agree with. Furthermore, Mrs Birling undermines her daughter’s changing beliefs by referring to her as a ‘child’ and ‘hysterical’ – a tactic which keeps power and authority with her. The only two people who really seem to take in the Inspector’s message of caring for the community are Eric and Sheila. Without Inspector Goole’s words, they would still be behaving in an immature and selfish way. At the end of the play, they are both horrified that their parents do not seem to have learnt anything, exclaiming ‘So nothing rally happened…We can all go on behaving as we did.’ Their mother’s response of ‘Well, why shouldn’t we?’ shows she is just glad that her reputation is still in tact.
