Introducing SOLO and the Growth Mindset

The new school term started back today, and so I’ve decided to start implementing SOLO into my everyday practice. At the moment I feel rather unprepared for it all, so I suspect that I’ll just have to feel my way through for a time.

Over the next few days I will be introducing SOLO to my students in a more explicit sense, discussing the levels in the taxonomy and what each one represents with some scientific examples. I have an introductory PowerPoint based on one that Alice posted that I showed to my Year 10 class today and will roll out to the others over the next little while (I’ll endeavour to put it up if I get the chance).

Tomorrow I’m also going to start giving my students a survey to find out their attitudes about intelligence, effort and scientific ability. I plan on using this as a way to introduce the concept of the growth mindset, which I see is crucial to success using SOLO.

Watch this space!

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One response to “Introducing SOLO and the Growth Mindset

  1. In a general sense, I was somewhat wondering about what results explicitly telling students about levels of knowledge or thinking practices would have. After starting to use this in your classroom, have you noticed your students motivation to reach higher orders of thinking increase?

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