Today's Blog: Developing deeper thinking

Extending students doesn't mean simply giving them more work - or work that we arbitrarily decide is 'harder' (these are punishments). Extending students means giving them tasks that cognitively move them onto the next step of thinking. One useful tool for planning extension tasks is the SOLO Taxonomy of John Biggs - a variation of Bloom's taxonomy that makes it easier to plan enrichment tasks. An image of the taxonomy is below.

In Biggs' own words: "SOLO, which stands for the Structure of the Observed Learning Outcome, is a means of classifying learning outcomes in terms of their complexity, enabling us to assess students’ work in terms of its quality not of how many bits of this and of that they got right. At first we pick up only one or few aspects of the task (unistructural), then several aspects but they are unrelated (multistructural), then we learn how to integrate them into a whole (relational), and finally, we are able to generalised that whole to as yet untaught applications (extended abstract)" (see more information here:

Our lesson blog today is another example of a task we'll be modelling at our upcoming Enrichment English session. Attached here, we have a handout with four tasks for students to complete about the short film Election Day. These tasks progress students from structural, surface thinking about the text to deeper level abstract thinking. In completing this activity students will find it useful to have a character sheet in front of them - find one here. Looking at this example of a deeper thinking tasks for a text, we can see how we can easily plan for progressing students' thinking when responding to texts.

For more activities like this come along to our Enrichment English Day on Friday. Find the details here.

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