Over the last few days I have spent time with teachers at St Michael’s Catholic Primary School in Sydney. We have been collaborating on our understanding of the SOLO Taxonomy and designing some routines with students for Science outcomes in Year 1 and 2.
Today we ran some of the thinking routines we had designed and filmed the outcomes. In a review session we debriefed about what we noticed about the student talk, the process we were running and how the outcomes signalled different levels of the SOLO Taxonomy.
One of the simplest ways to learn about SOLO is to take notice in your own learning spaces. Reflect on the outcomes and activities that make up the learning experience and connect it to differing levels of complexity in SOLO.
Filming the students talking about their scientific understanding of materials (Y1) and sound energy (Y2) - allowed us to focus on the dialogue and facilitating the talk. Reviewing the footage also allowed us to be precise about what we heard. This is an effective method for moderating the SOLO levels, what the discussion revealed to us and to develop our understanding of SOLO in action.