I have to share this piece of writing from one of my students. For this post, I will call him Jimmy. That is not his real name.
Jimmy is a 7 year old who has been with us since he began school. He has had several interventions including reading recovery but continues to lag in national data.
I chose to work with him this year because he has finished the other intervention and currently is not having any other form of withdrawal. He is also one of my ESOL funded students and my inquiry this year was to reflect on strategies I use for writing and to try something different. I know when I work with students I can accelerate their progress. I use SOLO taxonomy to frame the learning and I won’t change this strategy because I know how effective SOLO is for making learning visible for the students that I work with.
However it is what I chose to do with the students that is different. Whenever ever I withdraw my students I shudder at what is happening. I know from international research that withdrawal is the least effective strategy for my bilingual students. They are already on the back foot by trying to catch the moving target of National Standard Data. So withdrawal continues to put them on the back foot. If I do withdraw students it is because the numbers are spread across classes, As much as I can I try and work in class alongside the classroom teacher. This is the most effective strategy for working with bilingual children. I have seen this in action too first hand in Finland and we all know about the Finns and their NSD.
So for my current target group they are spread across two classes. They are all boys who have had reading recovery but are not maintaining their levels and that is an ongoing critcism I have had with reading recovery withdrawing bilingual children with no English. If I had my way with the system I would have them begin after being at school for two years and not when they turn six.
For this intervention I wanted to switch my boys onto writing. Usually, I would align my programme with what the children are doing in class so they are not missing out on learning by just doing language based activities. If the class are writing, then we are writing too. If the class are writing about ANZAC then we are writing about ANZAC too.
However for these boys I have chosen to try a different method.
First I had them list all the things they were interested in. I believed I would find a common theme between them. Well that did not happen. I uncovered a different passion in each student and found out that they all like drawing. For ‘Jimmy’ it was Minecraft. To clarify how much he knew, I asked him to draw the main character from Minecraft. With my own beginning knowledge I knew it was Steve. So Jimmy drew Steve.
I told him that we would describe Steve and to do this we needed to list our ideas.
I then asked him to list everything he knew about Steve and I would help him. Using SOLO I knew listing is a multistructural out outcome and from my initial observation I knew this was not a difficult task to do. I gave him a piece of paper and asked him to list all he knew about Steve. When he was ready I gave him another colour and asked him to list all the tools that Steve used in Minecraft. Then he was given another piece of paper and asked to list all the monsters in Minecraft that he knew. Then a final piece to list why he liked Minecraft. Keep in mind I am not a Minecraft player. I have an account and have played the night time version only once.
In the follow up lesson Jimmy was given the task of writing up his first piece of paper. I changed the usual strategy for this too. I have often worked in our junior class and could see how challenging it was for the children to have their describe map stuck into their books and then they have to flick back and forth with their writing. So for my group I gave them a separate book for writing and used a different book for planning. This was to keep all the artifacts together and also so they can visually see their plan all the time. It is in front of them. A major challenge I know with children learning how to write in English is keeping the thought in their head. It is hard enough that we are asking them to write in another language but we are also asking them to think and keep the thought in their head long enough to get this down. I understood the importance of this strategy from the work we did last year with Anne Girven.
As Jimmy wrote down his thoughts, I could barely keep up with him. He wrote quickly. As he wrote I reminded him about the importance of ticking off his ideas. Again the writing professional development learning from last year. In two 30 minute lessons Jimmy wrote 4x pages.When it was time to come to me he would run to be the first into my session. He told me he loved writing. His draft was so raw and delightful I did not want to touch it and so I have not made any teacher edits. Unfortunately he became sick and so missed the next two sessions for editing. So his writing has remained untampered with teacher support. How often do we correct because that is how it is done? We don’t do it to their drawings so why do we do it to their writing? Correcting writers work has also been a real issue with me as a teacher. I am informed it is modelling but I know too from my own experience that until I am ready to make my own spelling changes then it isn’t going to happen. I am empathetic with emergent writers because my own writing is an ongoing challenge for me.
Afterwards in the next session I had him draw the monsters. Then I scanned this into the computer, imported the lined drawings into paint and he dumped colour into them. I learned this little trick from our work with Ant Sang a graphic artist.
Jimmy wanted to come back at lunchtime to work with me. I had to turn down his kind offer because I had other student commitments. I did suggest that he return and work in my room while I worked with other students. This he did.
He missed the self publishing part so I typed up his story for him while he read it out. In the published story I corrected all his inventive spelling and left his initial draft in its current state. I used presentation to do this and then imported the graphics in.
Finally I printed off his home copy and I sent him to receive a principal’s sticker from Dr Kofoed.
Where to next?
For me as a teacher, I was surprised at the relational thinking coming through strongly in his writing. I was aiming for a multistructural outcome but this piece of writing is definitely relational. I will get him to identify and highlight all the relational thinking words that he used to link his ideas.
Because the learning intention is to describe Steve, I will have him rephrase the last paragraph about why he liked Minecraft to what is special about Steve. At this stage of the intervention, I am uncertain if I can push extended abstract thinking but think I can start to develop the early sentence structure to include an I believe statement.
For my next session I will introduce the relational words and the describe rubric and explain how both will help them with their next piece of writing. The decision I have is do I continue to write about topics that interests the boys or shall I focus on the writing that is happening in class? I have identified a commonality with this group of boys and that is a love of cartoons. So maybe I should create a collaborative comic with them.
I spent the afternoon with my SOLO mentor who encouraged me to display the process. I am not the best at making things look pretty for the wall and usually just throw things up. As much as I can I like the children to see too that my own handwriting continues to develop and so they see my handwriting in its raw state. So if you see my writing, that is the writing that the children see too. What I do try and do is make it legible ad I even do this for my modelling books. Several of our children still write with a pencil so if they write with a pencil I also write with a pencil/felt.
For more information about SOLO Taxonomy visit. http://pamhook.com/
5 thoughts on “Writing framed with SOLO taxonomy”
Thank you very much Sonya for the effort you put into sharing your classroom experience. As I am transitioning teaching younger children, this gives me confidence and a lovely springboard to start my year.
Thanks Sonya – I enjoyed reading this reflection because of the nuanced way it describes how you used SOLO Taxonomy in a the process of cognitive acceleration. The way you describe your thinking about the student and the cognitive complexity of the task – along with the selection of different learning interventions as the nature of the learning progresses – e.g. SOLO mapping – separate planning book – listing activity – relational linking words – drawing etc
Your account parallels that described by Hattie in Visible Learning For Teachers (2012 p39) when he describes the first important driver/principle in Shayer’s work on cognitive acceleration (Effect Size: 0.6+).
Shayer (2003) suggests two basic principles for teachers. First teachers need to think of their role as one of creating interventions that will increase the proportion of children attaining a higher thinking level, such that the student can use and practise these thinking skills during the course of a typical lesson – that is teachers must attend first to how the students are thinking.
Hattie cites Shayer as follows
If you cannot assess the range of mental levels of the children in your class, and simultaneously what is the level of cognitive demand of each of the lesson activity, how can you plan and then execute – in response to the minute by minute responses of the pupils – tactics which result in all engaging fruitfully? Shayer 2003:481
I also enjoyed the clarity and clear purpose in your wall display – making learning visible using colour and matching pins to show progress, process and evidence of learning at different levels of SOLO Taxonomy.
Just know your SOLO Mentor is going to be dead ‘chuffed with the process, the outcomes AND the display 😉
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Thanks Pam, as usual you have pushed me along in my thinking. I always enjoy the way you phrase your ideas and the way you always leave me breadcrumbs to follow. I also want to write about my other group who are now at the end of their cognitive accelerated programme with me. They have been truly inspiring.
inspiring practice! The hardest thing can be knowing how and when to transition students from surface to deep and you have developed a really accessible strategy. Thanks for inspiring me to change
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Thanks for taking the time to visit and give feedback Phil.