SOLO TAXONOMY FITS INTO THIS?

This year as staff we are carrying out our own inquiry to best practices that impact the student achievement in our classrooms.   My inquiry involves the research and practice of the SOLO taxonomy.   How to use SOLO (for teaching and learning) to get cognitive engagement in a Learn Create Share pedagogy.   Are we doing it already?  In parts or whole?  How can we scaffold learners in learn, create and share as part of using SOLO taxonomy.  Does it match or does it differ?

I am the new team leader for the year 7 and 8 students and staff of Pt England School.  I have selected this inquiry as it supports our vision of 'Year 9' readiness.   SOLO is used by Tamaki College.  Participating in last years lead teachers of Manaiakalani PLD days shared the need for this.   The need to be better prepared in the year 7 and 8 levels for college life.  One part in particular was that by way of being able to have students not simply identify and find information - but be able to explain clearly, hypothesise, create, predict, generalise and create new understanding.  I hope to learn and practice best ways of scaffolding our learners to the higher order thinking.

Snapshot of my place now:

What are my students doing now? Behaving awesome - develop the cognitive engagement further. They need and ready for it now!

What am I doing now?  Re-structure of mindset to match that of SOLO taxonomy. Mind to travel from 'Unistructural' level to 'Extended Abstract' level.

What am I wanting to change? My practice informed through knowledge in this area

What am I going to try that I think will impact my students’ learning? SOLO in the different curriculum areas - in my conversations, task setting - site EVERYTHING students get from me - acting as prompts etc to promote the higher order thinking..

Micro teaching: what are the questions I’m going to ask?  SAMR model - variety and balance!