The idea of the session was to introduce SOLO taxonomy to staff. For many, this is the first time that they had ever heard or seen SOLO taxonomy. I therefore needed to ensure that in the time I had, I got the main features of the taxonomy over and explained some of the key principles. I would need to keep much of the theoretical element quite simple in an effort to not overload staff. I would also have to pick out the key features which would have the most impact for staff. The idea is to get the imagination running and then direct colleagues to further reading (in the form of books, blogs and websites). I therefore decided (with our Director of Learning) to run the session in the following way:
- Introduction to SOLO Taxonomy - Gaining the theoretical knowledge and understanding
- SOLO Taxonomy examples - How we at Brookfield are trialling it in PE and Music
- Collaboration and developing in your own practice - A chance for staff to chat through ideas with others and see how SOLO Taxonomy could fit in the subject area
- Future thinking - Discussing a time when we can meet up again and see how things are progressing.
In no way is this the full explanation. In no way is this complete package. I am also sure I have made mistakes and missed out key points. What it is though is a start. An introduction. An idea. If after watching it you aren't interested in SOLO taxonomy then that's completely fine. I would never force anyone to try it or push my thoughts or opinions on people. But, if like me (and many others) you catch the bug, please head back here and check out some links to other teachers who are playing around with it! Enjoy (and be nice!!).
Section 1a - Introduction to SOLO Taxonomy (the longer version)
Section 1b - Introduction to SOLO Taxonomy (the shorter version)
Section 2 - PE and Music examples of SOLO in use (@davidfawcett27 and @riches50)
Section 3 and 4 - Future planning
So, since the session took place, SOLO taxonomy has begun to take speed. In fact, I ran this session twice more with smaller groups of staff. So where are we now? Well, many staff are still getting the background reading done in preparation for September. A few though, have already taken the plunge and started embedding SOLO straight away. As I have said, this is one way of explaining SOLO to staff. Next time I plan to take this one step further and have more 'hands on' SOLO activities (like I would with students). But what I hope this has done is give you a taster or insight into SOLO and what SOLO can do.