This week I have been thinking about Solo Taxonomy and how we could use that form of thinking to help our 1/2s in Investigations. Through the couple of weeks I have been working with Provocations we have seen that not many of the students are developmentally ready to use the provocations effectively. Tanya has said that while she can see her children aren’t using the provocations they are still engaging in learning that interests them and so she isn’t worried about forcing the provocations. Having thought about this and after Sophie Murphy’s presentation about Solo Taxonomy I started thinking about new ways we could encourage deeper thinking and learning in Investigations, without having to push the provocations.

The idea of including red, yellow and green levels of thinking is one that I think my students could pick up and run with in Investigations. The language involved in this ‘traffic light’ model is easier than using the formal language and allows children to start to think about where their thinking is as well as how they could work towards the next level. Hopefully through these conversations we can also encourage our students to use the provocations to get them to that next level of thinking. This would also allow us to follow the advice from Yong Zhoo about allowing our children to create and explore their unique differences rather than always focus on the curriculum or the set learning intentions.