This is the last of three articles for Teaching Times devoted to how frameworks already in existence can be repurposed in order to help Sixth Formers reflect on the research and academic methods they have employed when tackling a particular independent learning project.
In the first piece, I explored the possibilities offered by breakdowns of information literacy skills and models of information behaviour.1 In the second, I collaborated with my father, Ken Shenton, a former headteacher and management consultant, to explain the potential of the Johari Window.2
In this new article, I turns my attention to the final element within the SOLO Taxonomy so as to assemble a structure that can encourage youngsters, and Sixth Formers especially, to apply techniques they have adopted in one project for use in another that may arise in the future.
Introducing Solo Taxonomy