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Solo Taxonomy
Solo Taxonomy
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Introduction to SOLO taxonomy

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Introduction to SOLO taxonomy

  1. 1. SOLO Taxonomy
  2. 2. What is it? SOLO (Structure of Observed Learning Outcomes) is a model of learning that helps develop a common understanding&language of learning that helps teachers (and students) 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. Making it visible
  7. 7. “SOLO Taxonomy provides a simple and robust way of describing how learning outcomes grow in complexity from surface to deep understanding” 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 learning SOLO level Verbs Unistructural define, identify, name. draw, find, label, match, follow a simple procedure Multistuctural describe, list, outline, complete, continue, combine Relational sequence, classify, compare & contrast, explain (cause & effect), analyse, form an analogy, organise, distinguish, question, relate, apply Extended 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 Outcomes structural Progress feedback Extended 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 Squares Does Shakespeare influence all modern writers? How does Shakespeare compare to a modern playwright? What did he do and why? Who is Shakespeare?
  16. 16. REVIEW Design 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://taitcoles.wordpress.com / • http://lisajaneashes.edublogs.o rg/ • http://learningspy.co.uk/ Special thanks to Tait Coles @Totallywired77 whose ideas have been used liberally in this presentation

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