Transcript Using SOLO taxonomy to give feedback

Using SOLO taxonomy to
deepen students’ thinking
and to give helpful feedback
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 don’t
understand what
you’ve asked them
to do.
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?
Identify Sir
William’s actions
and how they
hurt Alexander.
Identify
moments where
Alexander tries
to defy his father.
Explore how
the writer
makes us feel
sympathy for
Alexander.
Consider what
point the writer
may be making
about parenting in
the 18th century
compared to the
21st century.
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 counterargument.
Think about a lesson you’ve just taught.
What would be the four SOLO outcomes?
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.
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
Criteria for Year 7 Nutrition
Assessment
Student Tick Off Teacher Tick Off
If Met
If Evidenced
I have identified and listed three
nutrients in a meal.
I have identified and listed nutrients
in two meals.
I have identified all of the nutrients
in both meals and can explain the
function of each.
I have identified all of the nutrients
and explained their functions. I have
created my own example of a
nutritionally balanced meal based on
what I have learnt about the other
two meals.
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.
Feed forward:
You had one idea
Rewrite your
about poem 1.
imagery
paragraph to show
relational,
focusing on more
playful use of
language in The
River God.
You had one idea
about poem 2.
You used
connectives to
compare the two
ideas in the two
poems.
You explored the
social context and
how this impacts
on meanings in
the poems for
different readers.
Introduction to
your two poems
Yes
Yes
Yes but no
connectives
No
Structure
Yes
Yes
Yes, including
connectives.
No
Language
Yes
Yes
No comparison of
different tone.
No
Imagery
Yes
Yes
Yes, explored
different
symbolism.
Partly, focusing on
different time
contexts.
Conclusion,
highlighting key
sims and diffs
Yes
Yes
Np
General comment
on difference
between male and
female readers.
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
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.
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.
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.
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.
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.