I found the second session with Tom Barrett to be very purposeful from the moment we were introduced to the learning intentions. In particular, the time in which a person immediately begins to forget what they were taught and continues to without revision. Not only does this continually apply to me, it really made me think about how my students learn and how important every moment of teaching is.
Structure of the Observed Learning Outcome
I found the break down of the acronymn very useful to assist me to continue my understanding of Solo Taxonomy. In particular, I enjoyed the in depth conversation that the Kindergarten Team had with Tom about the different levels. However, I found the 'light bulb' moment was when we were asked what Topic we could use to relate this to (we selected Forces for Science) and then went through how it would look for a Kindergarten Student in each stage. In addition to that, we then went through the same discussion and cycle using Narratives as the focus.
This assisted me in my understanding and it also helped me relate Solo Taxonomy to the Hexagonal Curriculum Mapping that I completed with my class.
OVER TO US
When Tom handed it 'over to us', the Kindergarten Team found a theme in the constructive feedback we were looking for and what we received from the group. COMPLEX AND PURPOSEFUL QUESTIONS
FIRST, WHAT DID I DO?
All of Kindergarten chose to use 'Forces' as our focus for Hexagonal Mapping. This was great because it allowed us to draw on one anothers experiences in Hexagonal Mapping as an opportunity to learn from each others success and also one anothers feedback.
I first completed it as a whole class, without words and then with words on the hexagons. I found the differences in the end products very interesting, with the extension students preferring not to have words as they enjoyed the 'freedom' and the core students preferring to have words as they looked for the 'guidance'.
Using this feedback from the class, I chose to challenge them and use no words in a small group of 6. Some of the reasoning was very interesting to listen to and I loved seeing and hearing how the students were thinking. In the end, they placed each of them into groups for the forces that could be used (placing them at a multistructural level). I also listened to me continuously say 'Can the hexagons look any different?', 'Are you sure?', 'Why don't you want to change it?'
However, the hexagons remained in the same positions for the majority of the time.
As a result, I wanted feedback on how to further challenge my students.
This led to great feedback about the video that was very specific and helpful. The video demonstrated that it was useful to ask students to rephrase their answers to make them think about. Also, that I need to ask more open ended questions to really challenge the students to change the structure of the hexagons.
This led into a discussion about Bloom's Taxonomy and how this can be a helpful tool to create more 'Why?' and 'How?' questions to challenge student thinking.
This led us to looking at the 'Question Ladder' and ways to purposeful word questions to successfully challenge the students and make them be reflective of their answers.
The feedback discussion really assisted in helping me be mindful of the questions that I ask, to help students 'think outside the box' and most importantly, to step back and let the students step forward, with less teacher guidance.
To help students 'step up', we discussed having a smaller group, so that students could discuss their answers more frequently. The strategy that I am looking forward to using the most is starting the ask with students and then walking away to allow them to finish. Through this, students can place their answers down and I can see their thinking through a video of practice to understand their learning.
This purposeful session was very effective in colsolidating and extending my understanding of Solo Taxonomy. I have left feeling excited to continue to work on this in my classroom and to assit my students in being critical thinkers in their learning. I look forward to the many learning opportunities that I can provide my students with this feedback and continuing to work on this to positively impact student learning.