Learning to Learn
Using SOLO Taxonomy & Three Ring to upgrade assessment
Upgrading the 'A' word
The Why
Here is one example of how students are owning their learning through building their own learning portfolios using the common language of SOLO Taxonomy and the instructional platform of Three Ring.
The Taxonomy & the Technology
Going SOLO for a collaborative approach
When using SOLO Taxonomy, we can empower students to describe:
- What they are learning.
- How well it is going
- What they intend to do next to further their learning outcomes.
As educators it is our responsibility to provide students with a sense of ownership and control of their learning outcomes. With the help of SOLO Taxonomy Students are equipped to be active in the creation of the learning environments rather than passive.
If you like then you should put a ring on it...
Three Ring is a platform that focuses on digitally capturing qualitative evidence of student learning and reflections. It provides educators with an instructional resource to assist students to document learning experiences and prompt reflections on the learning journey.
Teachers create their classes and are able to assist students to upload and curate an ever-changing learning portfolio. Students have the ability to use the common language of SOLO Taxonomy to post reflections to their work samples, which can be read and responded to by teachers. When enabled, learning samples and reflections can be sent to parents to further the feedback loop.
Breaking down 'the how'
Step One
Step Two
Step Two centres around equipping students with a common language that assists them to reflect on their learning. Once students have chosen a work sample to reflect on, it is important to show them how to answer the 3 SOLO questions.
- What am I learning?
- How it is going?
- What do I do next?
Step Three
Lights, camera, upload
The app and website allows for the digitising of voice, video, photo and a range of document files. Best of all it's free.
Step Four
Below are 3 examples of reflections from students in year 4 written on their achievement outcomes around end of term assessment pieces.
What does it look like?
Year 4, SOLO 'Mathematics' Reflection
What am I doing/ learning?
We were doing a maths test with stuff we have leant in the past few weeks in it. Mr. Hull was seeing what we could remember and if we could show what we had learnt in different ways.
How am I going?
I felt pretty confident with most of it, but a little bit nervous in one part where we had to show the rule of how many match sticks were added each time in the picture. The thing that was easy for me was area because I like it and all you had to do is count the cm squares.
What do I do next?
I think I can improve on fractions because at the beginning of the test I forgot how to do it because I was nervous. When I was half way through the test it came back to me. I need to remember to take a breath and read the questions carefully, that really helps.
YEAR 4, SOLO 'HISTORY' REFLECTION
What am I doing/learning?
Mr.Hull wanted to see how much we had remembered throughout the term about the First Fleet and what life was like in 18 Century Britain.
How am I going?
When I first started this history exam I was thinking this is going to be really easy,, but it was harder than I thought it would be. I had to think really hard about Crime and Punishment.
What do I do next?
Next time I can improve on not rushing the history exam and checking my work. I made some pretty silly mistakes because I didn't read the question right. I knew the answers but when I got my test back, I had chosen the wrong answer.
Year 4, SOLO 'Science' Reflection
What am I doing?/Learning?
In this task I had to feel the soil, hear what was inside of it and see what was actually in the soil to describe it and its features. Then I recorded myself and had to scan my picture into one of the classroom computers.
How am I going?
I enjoyed doing this task, it was fun. I had trouble writing out the percentages to show how much of the soil was what. To fix this problem I asked a peer to help me and we worked together. In the end I think I did really well.
What do I do next?
Next time I can ask for help to make sure I understand things I am unsure of to improve my level of understanding. I need to remember that asking for help doesn't mean I can't do it and getting things wrong isn't bad.