I have recently been using SOLO taxonomy to raise resilience in the students in my lessons. I have found that with some careful training using strategies based on SOLO taxonomy my students have been able to take responsibility for their
learning and also make sensible decisions about their own learning process. They have become active rather than passive and in lots of cases I have noticed an increase in independence. Along with a considerable decrease in pupils chasing me around the classroom claiming the they “don’t get it” or “don’t know what to do next” – result! The initial “training” I have given my pupils is through the use of SOLO HOTmaps.
SOLO Describe HOTmap – A framework to help pupils to structure a description
Solo hotmaps are frameworks to help students to break down their understanding of different activities. Each framework acts as a writing frame but more than this, it acts as a rubric, or set of rules, for how to complete the activity to different levels of understanding. Through using the rubrics pupils are able to constantly assess their depth of knowledge about the topic they are studying.
SOLO Rubric showing different solo levels for a DESCRIBE HOTmap
There is a HOTmap for almost everything we do in lessons and the maps which already exist can be tweaked and reinterpreted to suit your subject. It is important to realise that the hotmaps are the first step in a journey which should help to roll out SOLO taxonomy throughout teaching practice; however it also makes for an easy way of helping students to think about their learning in a more detailed way. As they progressed, I asked students to explain their level of
understanding using their hot map and rubric. They were able to tell me what they had achieved and how they could prove it and they were able to tell me what they wanted to achieve next and how to do it.