Hooked on Thinking uses SOLO Taxonomy (Biggs and Collis 1982), as a model of learning.
“Learning to learn” requires the learner to think about the strengths and weaknesses of their own thinking when they are learning and to make thoughtful decisions on what to do next.
Students of all ages need to be able to answer the following questions
What am I learning?
How is it going?
What do I do next?
At Hooked on Thinking we use SOLO Taxonomy to help students “learning to learn” and to help schools develop a common, school wide approach to making learning and learning outcomes visible to students.
We work with schools to develop a common school wide understanding of:
1. The learning process (The Structured Overview of Learning Outcomes (SOLO Taxonomy) and The Key Competencies)
2. The language of learning used in schools (Learning outcome designed HOT Visual Maps and self assessment rubrics)
3. Learning intentions and learning outcomes (Learning outcome designed learning experiences and WALT statements)
4. Self Assessment of the learning process (Learning outcome designed student self assessment rubrics)
5. Interventions (Thinking interventions and ICT interventions) that enhance the conditions of value when learning (Learning outcome designed interventions).
Using SOLO Taxonomy as a Model of Learning.
Reference:
Biggs, J. & Collis, K. (1982). Evaluating the Quality of Learning: the SOLO taxonomy New York: Academic Press.
Cognitive processes in asTTle: The SOLO taxonomy. asTTle Technical Report #43, University of Auckland/Ministry of Education.
www.tki.org.nz/r/assessment/atol_online/ppt/solo-taxonomy.ppt