My whole life I have tactfully avoided movies about Science Fiction and Robots. It wasn't until I flipped over a hexagon that said 'Robotics', that I regretted every time I made those decisions.
So, I sat there in my regret for a few seconds and then as I reached for any possible knowledge about robotics that I have, I slowly made connections. My hexagon turned into a cluster and then slowly it developed into a larger beehive.
I was so involved as the student in this exercise, I wanted to learn more and know more about this topic.
Then the most powerful moment occurred, it was linked back to Solo Taxonomy.
I made sure I was familiar with the reading before the session and it was helpful to unpack the vocabulary and themes in the reading at the beginning of the session. However, the most powerful tool for me was involving me in an activity where I was the student and then requiring me to reflect on the levels that I progressed through as I completed the activity.
I placed myself at a Relational Level and through questioning and discussion, I realised I was actually at the beginning stages of the Extended abstract level. It was through experiencing the activity and engaging in reflective and critical thinking that I really began to make connections between Solo Taxonomy, me as the learner and how I could relate this to my students. Not only was this a great example of Andragogy, it was specific and helpful in developing effective Pedagogy in the classroom.
As I look forward to the challenge to incorporate Hexagonal Curriculum Mapping into my classroom and relating it to the levels of Solo Taxonomy, I have engaged in collaborative planning with the Kindergarten team to discuss what this would look like in Early Stage One. I also look forward to reflective on students learning using the levels of Solo Taxonomy to help me understand how I can further assist them in their learning.