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I have it on good authority that autonomy is a problem when our sixth formers leave us for university life. Helping pupils recognise their learning, and find ways to enhance their own exploration of the world in which they live, encourages autonomy; this must be developed earlier if we want to avoid spoon-feeding GCSE students and sixth formers forever, damaging their chances when their apron strings are finally cut. It is no good sticking a plaster on this problem at a later date; we need to get it right from the start.
One of the reasons that I use SOLO is that it is an accessible way (not the only way) to get pupils to see and understand their own thinking. SOLO provides teachers and pupils with a clear path to higher order thinking. Students are taught the features of each level and how each level leads to the next; with development, our students are able to use their understanding of their own thinking to move their learning forward.
