tag:blogger.com,1999:blog-2655047268860259428.post2169756817056753844..comments2023-09-15T03:09:48.360-07:00Comments on Digitising the department: Travelling SOLO. Part One - Planning WritingCMHShttp://www.blogger.com/profile/08980365876526191699noreply@blogger.comBlogger1125tag:blogger.com,1999:blog-2655047268860259428.post-33026488252131195102012-09-29T03:13:56.950-07:002012-09-29T03:13:56.950-07:00Thanks for this reflection CMHS, I loved the comme...Thanks for this reflection CMHS, I loved the comment from your students that SOLO allowed them to "see their ideas". SOLO has a thirty+ year history of making a difference for educators in tertiary institutes - but what I like is the difference it makes when you share it with students. <br /><br />Its simplicity is sometimes misunderstood as meaning the taxonomy has limited value - e.g. its just a method for classifying - when having a simple method for making the learning outcome visible to students is key to how they think about their own thinking - structure their ideas and decide on their next steps in learning. And knowing how to structure your thinking is so powerful. <br /><br />Is an old video but <a href="http://youtu.be/vnTQzoqHdiI" rel="nofollow">the boys in the Lincoln High School video </a> who talk about "chucking in a bit of relational thinking" to improve an answer - and for that matter <a href="http://youtu.be/zXQQj8xWpmM" rel="nofollow">Faber</a> a student in the Kaleidoscope programme at Rutherford High School who talks about being very clear about what a question is asking - show that what your students are experiencing also happened when SOLO was shared with students in NZ. Pamhttps://www.blogger.com/profile/11030033180999459337noreply@blogger.com