Apply SOLO Taxonomy in Teaching the Flash Fiction Unit

Department/Committee/Team: CHINESE

Leader(s): Cao Jinghua, Ni Qing, Yeo Hwee Yanne

Member(s): Yeo Peck Hong, Tang Yajing, Yang Liu

1.  What was the current need/gap that you were addressing?

Appreciation: Addressing students' limited ability to appreciate the depth and layered meanings of flash fiction, encouraging deeper engagement with its themes and nuances. Fiction Feature: Bridging the gap in students' understanding of the distinct features of flash fiction, such as brevity, implied meaning, and emotional impact. Writing Skill: Improving students' ability to craft concise, impactful flash fiction, focusing on clarity, structure, and the effective use of literary devices within a limited word count.

2.  How had it been experimented and enacted?

1. Creation of SOLO Gradation Table: - Designed a detailed SOLO gradation table outlining progression from surface to deep understanding of flash fiction elements. - Included criteria for major elements such as brevity, characterization, plot, implied meaning, and emotional resonance. 2. Guided Text Analysis: - Introduced students to the gradation table by modeling its application to selected flash fiction texts. - Facilitated group discussions where students analyzed texts against the SOLO levels, identifying strengths and areas for improvement. 3. Step-by-Step Flash Fiction Creation: - Students brainstormed ideas, focusing on achieving higher SOLO levels for each element. - Drafted stories in stages, with targeted feedback on plot clarity, character development, and implicit meanings at each stage. 4. Peer Evaluation and Self-Editing: - Incorporated peer reviews using the SOLO gradation table checklist to provide constructive feedback. - Guided students to refine their work based on peer evaluations, ensuring alignment with higher SOLO levels. - Conducted self-assessment activities where students critiqued their own writing, emphasizing iterative improvement. 5. Final Reflection: - Encouraged students to reflect on their learning process and progression in crafting flash fiction. - Used the SOLO framework to discuss their development in appreciating and applying fiction elements effectively.

3.  Which group(s) had benefited?

Students (Selected Groups), Students (Entire Cohort), Teaching Staff (Selected Groups)

4.  What was the positive impact?

Design and Implementation: The SOLO taxonomy evaluation system was effectively applied to the teaching of the Flash Fiction Unit. A well-targeted assessment design and teaching practice helped Secondary 2 students progressively deepen their understanding of texts while guiding them step-by-step in crafting their flash fiction. This significantly enhanced learning quality and outcomes. Unit Evaluation Rubric: The SOLO taxonomy rubric was employed in the teaching of flash fiction to evaluate students’ levels of textual understanding and writing skills. The rubric clarified the progression from mastering single knowledge points to forming complex relational and abstract understanding, as well as applying this understanding flexibly. Application of the Rubric: Using the SOLO writing evaluation rubric, students performed practical evaluations of different levels of text complexity, such as The Necklace and other flash fiction pieces. This process enhanced their comprehension and writing abilities, enabling them to approach texts more analytically. Student Feedback: Students expressed that the SOLO evaluation system helped them better understand their learning progress, identify areas for improvement, and boosted their engagement and motivation in learning. Insights from the Practice: This teaching practice demonstrated that the SOLO evaluation rubric significantly improved students' self-awareness and learning quality. It fostered a sense of goal-oriented learning, enabling gradual progress in understanding. The practice moved from individual points to broader applications, from surface to deeper understanding, and from specific details to abstract thinking. It also ensured that students with varying abilities could achieve similar learning outcomes through differentiated approaches, ultimately leading to transferable and long-lasting comprehension skills. This approach provided a structured, scalable framework that effectively supported the diverse needs of students while promoting deeper engagement with flash fiction.

5.  What is a future need that this IdEas@work could meet?

Future implementations of this **IdEAS@work** approach could address several needs: 1. **Time Constraint**: The step-by-step writing, evaluation, and reflection process is time-intensive. Streamlining tasks through digital tools or blended learning could enhance efficiency. 2. **Differentiated Support for Varied Abilities**: While the approach ensures students of different abilities can succeed, further strategies, such as adaptive resources or personalized tasks, could better support weaker students without slowing advanced learners. 3. **Consistency in Feedback Quality**: Peer evaluations and self-assessments may vary in quality. Training students to provide constructive, rubric-aligned feedback or incorporating teacher-moderated reviews could enhance reliability. 4. **Scalability to Diverse Texts and Genres**: Extending the SOLO evaluation model to additional literary genres or more culturally diverse flash fiction texts could broaden students' critical understanding and cross-cultural appreciation. 5. **Engagement Through Technology**: Using interactive platforms or gamified assessment tools can sustain students’ interest and further encourage active participation in evaluating and creating flash fiction. By addressing these aspects, the approach could become even more robust and impactful.