The Year 6 team came together for a second session with Tom Barrett to discuss metacognition and SOLO taxonomy. We set a learning intention so we could measure our understanding which was highly effective! We were given a reading on SOLO taxonomy beforehand which was a great opportunity to highlight any misunderstandings or questions to form the basis of our discussions.
Tom broke down the five levels of SOLO taxonomy and linked it specifically to year 6 learning criteria. It was rewarding to see I was already using my own strategy to identify student engagement and understanding of content knowledge. Tom described the five levels by visually mapping out what each level looks like in a classroom. By seeing the theory in action, I was able to grasp a deeper understanding of each stage and started to think about how this would look like in my classroom. It also sparked my thinking as to how students can utilise the SOLO taxonomy to measure/evaluate their own understanding and identify how they can progress into the relational/ extended abstract level.
We engaged in a hexagonal thinking task that further developed my understanding of how SOLO taxonomy can easily be measured through a simple, yet effective task. A random topic was dealt to each of us where we had to write down any pre-existing ideas on the topic. The topic I received was ‘coffee’ which I felt very confident with. It was interesting to compare my hexagons to my grade partner who struggled with the topic she was given- something to think about with my students. The next step involved linking all the separate ideas to show relations between each. We also were asked to link these ideas to other topics. This task has proven to be quite effective in establishing a clear understanding of students’ thought process and level of attainment. I look forward to implementing this task in my classroom to see how my students engage with visually mapping their thoughts- METACOGNITION.
Where to next- I hope to further develop my understanding of metacognition and SOLO taxonomy as I believe I will need an extensive understanding before I can teach my students how to access the process.