What should learning look like?

I currently have responsibility for a team of teachers implementing an integrated (science & geography) year 8 course.  A large part of the learning that occurs in this course occurs in an open learning space with up to five classes being present at any one time. Our school has a bring your own device policy (BYOD) and all of the learning tasks are available via the online learning portal.

Two question that I have been contemplating as we reprogram this year are what is “the role of the teacher?” and “what should learning tasks look like?” These two questions are interrelated, both effect the other. Neither can be properly answered without a clear idea about what learning should look like.

The role of the teacher in one sense has never changed, that is the teacher is the guide for the learner. Expert teachers have always been a guide, but many have also acted as the font of knowledge that was poured into empty minds.  But students don’t come with empty minds and they lose attention after 7 to 10 minutes of teacher talk. Having all our learning online allowed some teachers to go too far in another direction, allowing students to just get on with it and stepping so far back that they became absent in the minds of some students. This is not new either, it’s just the teacher who set work in a text and left the room.

Good teachers are active in the learning of their students. To be active they need to know ‘the what next’ for each learner. To know the what next, teachers need to have obtained feedback from the learner about what they already know, what is their current understanding or misunderstanding and how big a next step the learner is capable of taking. Teachers need to be good at building relationships with students to build the trust that allows for the honest feedback from student to teacher to occur.

How then do you build tasks that help facilitate teachers to be active participants learning?

One answer that I have found useful is one in which a common language of learning is developed around obtaining a deep understanding of a concept.

SOLO Taxonomy is a common language for learning.

SOLO Taxonomy helps both students and teachers identify ‘the what next.‘ It is based on the science of how we actually learn and is simple enough that it does not get in the way of learning. SOLO is about understanding, connecting and then extending ideas.  It  allows both teacher and student to quickly assess what stage they are at and identify what the next step is.

SOLO Taxonomy

SOLO Taxonomy via http://www.pamhook.com

Not heard of SOLO?

SOLO stands for Structured of Observed Learning Outcomes and was proposed by Australians Biggs and Collis (1982).  I will not go over what it is here but will direct you elsewhere. The best source of information on SOLO and its implementation is Pam Hook @arti_choke  via her books and website HookED. I have also benefited from reading about the experiences of others including Chris Keipert @keipertc and his blog Chemisty Chris.  Finally checkout GlobalSOLO @globalsolo for some great ideas about how SOLO is being implemented.

Biggs, J.B., and Collis, K.F. (1982) Evaluating the Quality of  Learning-the SOLO Taxonomy (1st ed) New York: Academic Press.

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2 Comments »

  1. Artichoke said

    Great post Jonathan – and love the attributed use of Nick’s HookED SOLO Poster designs.

    SOLO is key to “next steps” and in my experience key to the active and skilled choosing of next steps that are explicit, proximate and hierarchical. I have added your reflection to my SOLO Taxonomy Diigo account so I can share it more widely.

    • Thanks for the kind words Pam. I am honoured to have you share my post further and thankful for your generous sharing of ideas and resources.

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