2. » “Structure of Observed Learning Outcome”
(SOLO)
» It is a ‘taxonomy’: It classifies, categorises
learning.
» It describes increasingly complex stages of
learning.
» SOLO can be taught to students to identify
where they are in their understanding and
where they should aim to be.
3. » We are bombarded with different learning
theories, frameworks and assessment strategies:
» MYP
» National Curriculum
» Concept- Based Learning
» Inquiry-Based Learning
» Bloom’s taxonomy
» Ron Ritchart’s Visible Thinking
» John Hattie’s Effect sizes
» Critical thinking
What do they
have in common?
4. » We are bombarded with different learning
theories, frameworks and assessment strategies:
» MYP
» National Curriculum
» IB DP
» Concept- Based Learning
» Inquiry-Based Learning
» Bloom’s taxonomy
» Ron Ritchart’s Visible Thinking
» John Hattie’s Effect sizes
» Critical thinking
What do they
have in common?
5. » We are bombarded with different learning
theories, frameworks and assessment strategies:
» MYP
» National Curriculum
» IB DP
» Concept- Based Learning
» Inquiry-Based Learning
» Bloom’s taxonomy
» Ron Ritchart’s Visible Thinking
» John Hattie’s Effect sizes
» Critical thinking
Deep
Thinking
6. » Students need to think about, through and
beyond the facts in our subjects in order to reach
a deep and sophisticated understanding.
» We need to make our expectations clear. How
can a student demonstrate their sophisticated
understanding and how can we ‘rate’
understanding?
» SOLO Taxonomy is like an umbrella for thinking
about understanding; for students and teachers.
10. » The learning outcomes show unconnected
information with no organisation. The student may
complete the task with no real connection or
understanding, they may have missed the point or
need support to make a start. This is the ‘I have no
idea!’ stage – This an important pre-learning stage
that is often overlooked. It is essential that students
feel comfortable in placing themselves on this stage.
The prestructural stage could be at the start of a new
topic or possibly at the start of a learning journey.
(Quantitative stage)
11. » This stage is associated with the students
understanding a single fact or a single piece
of information. The learning is often
disconnected and limited. This stage is an
example of shallow learning. This is the ‘I
know one thing about what we’re learning!’
stage. (Quantitative stage)
12. » This stage is an example of quantitative learning,
where the students can simply recall a series of
separate pieces of information and facts. The
multistructural stage differs from the unistructural
stage simply by the number of facts. The student
knows several aspects of the task but fails to
recognise the relationships between them. This is
the ‘I know loads of things about what we’re
learning about!’ stage.
13. » This stage exemplifies deep learning. The
learning now becomes qualitative. Here the
student links and relates the pieces of
information, allowing them to have a deeper
understanding of the task or subject. This is
the ‘All the things I know I can link together
and connect my learning!’ stage.
14. » This stage is the epitome of deep and profound
thinking. Students will rethink their ideas from the
relational level and look at their learning in a new
way. They will then be able to use this as a basis for
a prediction, generalisation, summary, reflection or
creation of new understanding or learning. This
stage could be christened the ‘Expert Area’, as this
seems easier to explain to students.
15.
16. » Pre-structural:
˃ Is soccer the same as football?
» Uni-structural:
˃ Soccer is a ball sport. There are 11 players on the field.
» Multi-structural:
˃ Barcelona FC and Manchester United are famous soccer clubs
˃ Only goal keeper can touch the ball
˃ There is an off-side rule
˃ Countries play in the world cup
» Relational:
˃ Players of South American teams will probably be drafted by rich European soccer
clubs.
» Extended Abstract
˃ It is likely that a European team will win the World Cup because of their
sophisticated training methods and professional structure. Although the South
American teams have some highly skilled players, they do not have the financial
backing needed for success in the World Cup.
17. » Pre-structural:
˃ There was a Roman Empire
» Uni-structural:
˃ Romans lived a long time ago
˃ They spoke Latin
» Multi-structural:
˃ Rome is in Italy’
˃ The Roman empire collapsed in 476
˃ Julius Caesar was an emperor
» Relational:
˃ It was getting difficult to manage the empire effectively. Rome seemed very far away to
the people in the provinces. The provinces were putting a great financial strain on Rome.
Rome needed more growth because they needed new regions to tax, to refill Rome's
treasury. The Roman Army had trouble managing and guarding such a large empire,
religion changed the culture of the empire; people no longer believed that the emperor
was divine. The economy grew weaker because not enough taxes were brought in. Goths
and Huns started attacking the Empire from all sides. All these factors contributed to the
weakening of the empire until it broke in two in 476.
» Extended Abstract
˃ Student organises their understanding in overarching concepts like social factors
(slavery, religion, conquered tribes assimilating), economic factors (taxes, size of the
empire, infrastructure) and political factors (emperors relocate, powerful provinces,
reasons for tribes attacking) and weighs up + justifies which concept played the
most important role in the breakup of the empire.
18. » Now look at the handouts:
˃ MYP criteria for Rome Project,
˃ IB DP History Paper 3
˃ IB DP Geography Paper 1 and 2
˃ Ron Ritchhart’s thinking continua
˃ Difference /similarities between Blooms and Solo.
» Can you transfer the SOLO taxonomy stages to
these criteria?
19. » We are learning how to Identify the role of the Roman
Army in the Fall of the Roman Empire [Unistructural]
» We are learning how to Describe the role of the Roman
Army in the Fall of the Roman Empire [Multistructural]
» We are learning how to Explain causes and effects of
the role of the Roman Army in the Fall of the Roman
Empire [Relational]
» We are learning how to Justify the role of the Roman
Army in the Fall of the Roman Empire [Extended
Abstract]
» We are learning how to Argue the role of the Roman
Army in the Fall of the Roman Empire [Extended
Abstract]
20.
21. Two four minute videos that
explain it very well:
http://chrisharte.typepad.com
/learner_evolution_chris_h/20
12/09/solo-taxonomy.html
http://www.youtube.com/
watch?v=uDXXV-mCLPg
