Download as PPSX, PPTX
More Related Content
Similar to St. Aidans solo taxonomy
St. Aidans solo taxonomy
- 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 learning process.
- 3. 5 typical waysto answer a question Prestructural Iâm not sure about this subject Unistructural I have one idea about this subject Multistuctrural I have several ideas about this subject Relational I can link my ideas together to see the big picture⌠Extended abstract I can look at these ideas in a new and different way.
- 4. Unistructural Multistructural RelationalExtended abstract Define Identify Do simple procedure Define Describe List Do algorithm Combine Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect SOLO TAXONOMY (after Biggs and Collis 1982) Prestructural
- 5. Unistructural Multistructural RelationalExtended abstract Define Identify Do simple procedure Define Describe List Do algorithm Combine Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect SOLO TAXONOMY (after Biggs and Collis 1982) Prestructural Surface Learning Deep Learning
- 6. Unistructural Multistructural RelationalExtended abstract SOLO TAXONOMY (after Biggs and Collis 1982) Prestructural Misses the point! Who painted Guernic a? Outline at least two compositional principles that Picasso used in Guernica. Relate the theme of Guernica to a current event. What do you consider Picasso was saying via his painting of Guernica?
- 7. With SOLO wecanâŚ ď§ identify and use success criteria which enable students to make meaningful progress To understand how power is presented in Macbeth ⢠I know several things about power in Macbeth ⢠I can find connections between the things I know ⢠I can suggest reasons why Shakespeare might have made these choices
- 8. With SOLO wecanâŚ ď§ provide feedback and feed forward on learning outcomes which is simple to understand and straightforward to act on. Feedback: âHow have you demonstrated that your knowledge is multistructural?â Feed forward: âWhat do you need to do to make it relational?â
- 9.
- 10. âSOLO Taxonomy providesa simple and robust way of describing how learning outcomes grow in complexity from surface to deep understandingâ Biggs & Collis 1982
- 11. Why? ď§ How shouldwe show that âprogressâ has been made in a lesson (or 20 minutes of a lesson)?
- 12. The language oflearning 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 abstract generalise, predict, evaluate, reflect, hypothesise, theorise, create, prove, justify, argue, compose, prioritise, design, construct, perform
- 13. Isnât this abit like Bloomâs Taxonomy? ď§ SOLO is based upon a theory about teaching and learning rather than a theory about knowledge, (Hattie and Brown, 2004) ď§ Bloomâs is âgoodâ for teachers: planning, questioning & checking learning ď§ But not great for students: Iâve done applying sir, can I move on to analysis now? ď§ Progress is not implicit with Bloomâs
- 14. SOLO is betterbecause: ď§ Itâs a diagnostic tool â provides useful feedback and makes next steps clear ď§ Itâs a useful assessment tool â clear links with rubrics ď§ It can help plan objectives & success criteria which focus on progress ď§ It describes the learning outcome
- 15. the point hasnâtbeen understood the task has not been worked on in an appropriate way a too simple way of going about something has been used bits without any organisation or sense irrelevant information no meaningful response may appear to be learning, but just âchantingâ no understanding QUANTITAVE Pre - Structural misses the point
- 16. one aspect ofa task is picked up and used maybe a simple, obvious connection but no significance attached only focuses on one relevant aspect terms may be used but are not developed further in any way focuses on one issue in a complex case Uni - Structural identify, memorise, carry out a simple procedure QUANTITAVE
- 17. several aspects ofa tasked picked up and used, but not linked aspects of a task are treated independently and additively aspects like a disorganised list with no relationships recognised a number of statements that are not built on in any way if there are connections they are very simple the significance of statements as a whole is not grasped âknowledge telling,â âcut and pasteâ described by Biggs as âseeing the trees but not the woodâ Multi - Structural enumerate, classify, describe, list, combine, do algorithms QUANTITAVE
- 18. integration of ideas/aspectsof the task into a coherent whole this is usually seen to be an adequate understanding of a topic significance of the parts in relation to the whole is recognised several parts are integrated into a coherent whole details link to conclusions meaning is understood able to apply a concept to a familiar situation QUALITATIVE Relational compare/contrast, explain causes, analyse, relate, apply
- 19. connections are madenot only within a topic, but beyond it there is transfer from the specific to the general generalisations are made beyond the information given new and broader issues are identified the Relational level at a higher level of abstraction QUALITATIVE Extended Abstract theorise, generalise, hypothesise, reflect, generate
- 21. Application ď§ Curriculum design ď§Designing effective learning outcomes ď§ Formative ď§ Structuring questions to encourage deeper learning ď§ Differentiating learning tasks ď§ Summative ď§ Assessing the level of understanding more effectively ď§ Reflective Journals ď§ Dissertations ď§ Presentations
- 22. Whole School ď§ ForSOLO to work effectively it must be used whole school ď§ Students will develop a deep understanding of SOLO when used in all subjects and will be able to transfer knowledge of SOLO to every lesson. âIf you want students to be clear about their learning you need the teacher to be clear first.â Tom Sherrington (@headguruteacher)
- 23. Useful Links ď§ http://leadinglearner.me/2013/04/14/redesign ing-classrooms-using-solo-to-increase- challenge/ ď§http://www.learningspy.co.uk/solo-taxonomy/ ď§ http://www.slideshare.net/LizSaddler/inset- may-2013-solo-sll ď§ http://pamhook.com/solo-taxonomy/
Editor's Notes
- #3Â Itâs about transferring knowledge from surface learning to deep learning, finding common knowledge between them and using a language of learning that we can all share.
- #4Â Prestructural â not sure, itâs where we start off (e.g. what is a volcano?)Unistructuralâ itâs where we have one idea about something (e.g. lava comes out of volcanos,Itâs a bit like a mountain, the lava that comes out is molten rock)Their knowledge (the three things) becomes multi structural. Multi structural â there are several strands of things that they know. We now know that lava comes out of volcanos, itâs a bit like a mountain, the lava that comes out is molten rock. Building up that multi structural base is vital, you canât go much further without it. A lot of what we do in the classroom is about extending that multi structural knowledge. But it only stays on the surface unless we try and link those ideas together.Relational We then move on to the relational stage where we begin to relate these ideas together. The volcano is a bit like a mountain because the lava comes out of it and because itâs molten rock it cools and forms that mountain shape. He can usefully link those ideas together. Itâs much more likely that that knowledge will stick because he understands the relationship between them. Extended abstract â we can hypothesize, we can start to think about âwhat would happen if there was water inside instead of lava? We know it wouldnât make a mountain shape â what would happen?ASK STAFF to fill in A3 sheet and put where they are at this minute regarding SOLO.
- #5Â An overview of the various stages and common words that can be used at each stage by students as well as staff.
- #7Â Guernica is a painting by Pablo Picasso. It was created in response to the bombing of Guernica, a Basque Country village in northern Spain, by German and Italianwarplanes at the behest of the Spanish Nationalist forces on 26 April 1937 during the Spanish Civil War.
- #8Â Once students know about the different levels we have these different ways of thinking â we can shortcut those above and just say I want you to move your knowledge of Power of Macbeth from Multi-structural to relational - what does that mean? Oh yes I need to connect my ideas together. Can explain what they need to do to move forward.
- #9Â Feedback on what they have done but an also explain what they need to do to move forward. Using clear success criteria for each level the students should easily be able to understand they need to do move up the learning ladder.
- #10Â This is great way to show where the students are upto/ what they have understood/ how much learning has taken place and also is great to plan your next lesson with differentiation. E.g. various at different stages and all moving according to ability. So if some students are still unistructural you can see they havent quite grasped the topic and need a lot more help to understand.
- #14Â Good for teachers not so good for students.