Introduction to SOLO taxonomy


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Introduction to SOLO taxonomy

  1. 1. SOLOTaxonomy
  2. 2. What is it?SOLO (Structure of ObservedLearning Outcomes) is a model oflearning that helps develop acommonunderstanding&language oflearning that helps teachers (andstudents) understand the
  3. 3. What is it?• In pairs arrange the five statements about assessment for learning in order of understanding• use the SOLO levels sheet to help you.• You have 3 minutes
  4. 4. 5 typical ways to answer a question Unistructural I have one idea about this subject Prestructural Multistuctrural I’m not sure I have several about this ideas about this subject subject Extended abstract Relational I can look at these I can link my ideas ideas in a new and together to see different way. the big picture…
  5. 5. Making it visible
  6. 6. Makingit visible
  7. 7. “SOLO Taxonomy provides asimple and robust way ofdescribing how learningoutcomes grow in complexityfrom surface to deepunderstanding”Biggs & Collis 1982
  8. 8. With SOLO we can…• thoughtfully design learning intentions and learning experiences• identify and use effective success criteria• provide feedback and feed forward on learning outcomes• reflect meaningfully on what to do next
  9. 9. Why?• How should we show that “progress” has been made in a lesson (or 20 minutes of a lesson)?• Numbers? Letters?
  10. 10. The language of learningSOLO level VerbsUnistructural define, identify, name. draw, find, label, match, follow a simple procedureMultistuctural describe, list, outline, complete, continue, combineRelational sequence, classify, compare & contrast, explain (cause & effect), analyse, form an analogy, organise, distinguish, question, relate, applyExtended generalise, predict, evaluate, reflect,abstract hypothesise, theorise, create, prove, justify, argue, compose, prioritise, design, construct, perform
  11. 11. Isn’t this a bit like Bloom’s Taxonomy?• SOLO is based upon a theory about teaching and learning rather than a theory about knowledge, (Hattie and Brown, 2004)• Bloom’s is ‘good’ for teachers: planning, questioning & checking learning• But not great for students: I’ve done applying sir, can I move on to analysis now?• Progress is not implicit with Bloom’s
  12. 12. SOLO is better because:• It’s a diagnostic tool – provides useful feedback and makes next steps clear• It’s a useful assessment tool – clear links with rubrics• It can help plan objectives & success criteria which focus on progress• It describes the learning outcome
  13. 13. Connecting your learning Deep & Language of surface learning learning Multi Relational Outcomesstructural Progress feedbackExtended Understanding assessment abstract success Knowledge criteria
  14. 14. Tips for getting started• Getting to extended abstract requires you to pose abstract questions:Does Shakespeare influence all modern writers?• But, in order to answer these questions students need a big multistructural base of knowledge• Students need to see that progress depends on finding the relationships between this knowledge
  15. 15. Thinking SquaresDoes Shakespeare influence all modern writers? How does Shakespeare compare to a modern playwright? What did he do and why? Who is Shakespeare?
  16. 16. REVIEWDesign an activity which could introduce SOLO to your students How could you use SOLO? What do you know about SOLO?
  17. 17. Next steps• /• http://lisajaneashes.edublogs.o rg/• thanks to Tait Coles @Totallywired77whose ideas have been used liberally in thispresentation