Sandhurst PrimaryCurriculum Leaders September 2011
Inquiry Learning - where are we at?• Form teams of 3• Each person takes the hot seat to share a narrative of what’s happening?• Listeners determine warm and cool feedback• Bundle the feedback• Share trends using wiki
Introduction to the SOLO TaxonomyPresented to the Visible Learning Master Class 2010 by John Hattie
SOLO - Biggs & CollisStructure ofObservedLearningOutcomes
Unistructural - one ideaFrom pre - structural to unistructural:Curriculum is needed to help students ‘join the game’ withits new rules and different way of conceptualising reality.UnistructuralContains one obvious piece of information. An answer isbased on only one relevant aspect of the presented evidence.What is a king? A king lives in a palace.
Multistructural - many ideasMultistructuralThe students response focuses on several relevantaspects but they are treated independently andadditively. Assessment of this level is primarilyquantitative.‘What is a king?’ - Provide at least 2 explanationsA king is very important and rich and a famous manfrom a royal family.
Relational - relating ideasRelationalThe different aspects have become integrated into acoherent whole. This level is what is normally meantby an adequate understanding of some topic.What is the role of a king? A king is a ruler of acountry
Extended Abstract - extending ideasExtended abstractThe previous integrated whole may beconceptualised at a higher level of abstraction andgeneralised to a new topic or area.Provide an explanation of the notion of a King.A king is a male sovereign ruler of an independentstate.
We can be more imaginative about what we knowmost than we can be about things with which we a re less familiar. Kieran Egan - Learning in Depth 2010
SOLO - analyses thestructure of responsesSURFACE - increase inquantityone idea - many ideasDEEP - change of qualityrelating ideas - extendingideas Photo on Flickr shared byYana Oblap
Surface and Deep80% of all teacher questioning can beanswered with surface knowledgeYour art relates to the appropriate balanceof surface to deep depending on yourobjectives for any assessment.
Finding Out• Visible Learning - pp 25-29• Visible Learning Master Class Slides• Cognitive Processes in asTTle: SOLO Taxonomy - article - see wiki• Hooked on Thinking wiki - link in wiki• YOUTUBE - search SOLO Taxonomy
Sorting Out & Taking Action• With a team of 3 compare your ideas about how the SOLO taxonomy can enhance our understanding of inquiry based learning.• Present in a visual format the connections between SOLO and Inquiry Learning.
Analysing student work• With your team analyse some student work samples and determine at what level of the SOLO taxonomy the students are demonstrating understanding.• Build a taxonomy. Photo taken from Flickr - bcwright
Authentic Learning opportunities• See wiki for updates of authentic learning opportunities• Follow @luciluq• Follow @mackas_ict• Ispy community