As part of our ongoing school-based research in developing and embedding Organic Learning, we have experienced many instances in which our assumptions were way off the mark (always be aware of your underlying assumptions!).
When working with Tom Barrett, we were tinkering with Martin Broadwell’s Conscious Competence Learning Model and SOLO Taxonomy originally developed by John Biggs and Kevin Collis. We were exploring how to make metacognitive thinking more visible for our students, keeping it aligned with our mandate to keep thinking and learning visible, transparent, tangible, ‘critique-able’ and accountable within learning spaces. At the same time, we were exploring Competency Sets: Skillset, Toolset, Mindset (from Nelson & Stolterman’s Design Way) as part of our Design Thinking learning with teachers.
Whilst unpacking the idea of Conscious Competence and Skillset, Toolset, Mindset with teachers, we came to realise many of them were having difficulty applying these concepts to their own learning, beyond a superficial level (assumption one – not all teachers are reflective learners). We found this quite provocative and decided to create a visual on our Leadership Provocation Wall. Initially, we attempted to combine Conscious Competence, SOLO and the Competency Set into one rubric, but ended up dropping SOLO as we struggled to align it with the other two. We expanded on our initial thinking and included Reflective Competence and Knowledge Set to our rubric. Our first attempt was critiqued over many months by various critical friends and we eventually came up with a workable prototype to use with teachers. Our first rubric focused on Professional Learning Inquiry for teachers. This worked so well we decided to create one for student learning and trialled it with our Stage 3 students (10-11-year-olds). They picked it up quicker than the teachers (assumption two – don’t underestimate young learners!).