Solo taxonomy. Thunks - Get Thunking. Why I think SOLO taxonomy will help my Year 13s | teach.it.better. Now, readers, I am assuming you have heard of SOLO taxonomy. If you haven’t, I recommend you check out this website from Pam Hook, or this blog from David Didau, or this blog from Tait Coles. When you’ve done that come back again. I started to hear about SOLO taxonomy mid way through my second PGCE placement, when a bunch of people I follow on Twitter started talking about it.
It wasn’t the time or the place to start trying it out, so I held fire, stewed on it, and kept thinking. I very much like the way that SOLO builds on itself to allow students to evaluate their own learning and points to where they need to get to, so I was looking out for an opportunity to try using the techniques in my own teaching. That opportunity came about with my A2 biology classes, two quite different classes with five students in one and 10 in the other, with a mixed bag of grades at AS level.
SOLO linked to summary questions – students decided which levels of thinking the questions demanded. Like this: Integrating SOLO taxonomy and MyPortfolio. Because the ownership of MyPortfolio belongs to the student it is the perfect vehicle for encouraging the principles of Learning to Learn. An ePortfolio should consist of more than snapshots of learning through time but be a place where a student can clarify their learning, co-construct learning with their teachers support, reflect on their learning and scaffold their learning towards higher achievement in the future.
This page aims to find a few examples of SOLO integration to allow teachers to see the context of its' use within the classroom setting. It is hoped that teachers will begin to share templates and examples of SOLO use within MYPortfolio. The following is taken straight from the Hooked on Think website. It introduces Pam Hooks and Julie Mills vision statement for SOLO taxonomy in the NZ curriculum context.
The foundation of our work in schools is The New Zealand Curriculum Principle "Learning to Learn". We use SOLO Taxonomy (Biggs and Collis 1982) as a model of learning. iTeachFreely - SOLO Taxonomy 2: usage examples. Despite setting myself the target of writing one post per week, due to a hectic month I have fallen behind. Time to get back on track! This is a very wordy blog post but I hope you find it useful. Recently, I delivered a small section of an INSET day at our school. The INSET was planned and led by the school's 'Pedagogy Leaders', a team of teachers whose task it is to share good practice and promote great pedagogy across the school.
The day was laid out around the school's newly proposed Accelerated Learning Cycle. I felt the day was a great success, with lots of positive feedback received from our colleagues. I think it's important to point out that SOLO can be used in plenty of activities that you may already be doing. To help "SOLO virgins" get started, I'm going to write about a few ways in which I have used SOLO in the classroom.
SOLO Stations in a nutshell - SOLO Stations is a fantastic way of incorporating SOLO into the existing Carousel technique we use all the time! HOT maps. Introducing SOLO in English. Solo Taxonomy. Hexagonal Learning. The mantra of all successful lesson observations these days is that students should be seen to be making progress. Perhaps the best way to show that you’re having an impact on their knowledge and understanding is to show that the learning is ‘deep’. By that I mean, knowledge that transfers from students’ working memories into their long-term memories. Students understand new ideas by relating them to existing ones. If they don’t know enough about a subject they won’t have a solid base from which to make connections to prior knowledge.
Students are more likely to remember learning if they “make their own sense of what they are learning, and relate it to what they know”. [i] Psychology prof Daniel Willingham‘s advice to teachers is as follows: Provide examples and get students to compare themMake deep knowledge the spoken and unspoken emphasisAccept that shallow knowledge is better than nothing Using SOLO will help address these points: Why hexagons? Here’s some photos of hexagons in action:
Triptico | Think Link. SOLO taxonomy explained using Lego. Solo 101. SoloTaxonomy.pdf. Canons Broadside. SOLO Taxonomy « Wilmslow High School's 'Lookout for Learning' The Structure of Observed Learning Outcome (SOLO) taxonomy is a model of learning that: “Provides a simple and robust way of describing how learning outcomes grow in complexity from surface to deep understanding” Biggs and Collin (1982)Is similar to Bloom’s taxonomy but it has one major advantage: SOLO taxonomy provides a user friendly, common language of learning that enables the student and teacher to explicitly understand the learning process. The 5 levels of understanding are: Pre-structural – The task is not attacked appropriately; the student hasn’t really understood the point and uses too simple a way of going about it.Uni-structural – The student’s response only focuses on one relevant aspect.Multi-structural – The student’s response focuses on several relevant aspects but they are treated independently and additively.
Assessment of this level is primarily quantitative.Relational – The different aspects have become integrated into a coherent whole. 1. 2. 3. 4. 5. 6. 7. Like this: David Didau. SOLO Taxonomy. Prezi used for NQT Network Session 8th Dec’ 2011 SOLO Taxonomy on Prezi Other SOLO Presentations Like this: Like Loading... Solo taxonomy. SOLO Taxonomy Ppt Presentation. SOLO Taxonomy : SOLO Taxonomy @ Malfroy A Way to Assess Thinking and Get the Kids to Assess Themselves Rationale: : Rationale: We want students to be able to assess their own thinking and be able to move themselves to the next level.
We want to be able to assess their thinking for the same reason. Where to start: : Where to start: The language Put up displays of the rubrics Get your kids using the terminology… they’re never too young! Not just talking the talk : Not just talking the talk So let’s look more carefully at the levels: So how does this work with a topic? So how does this work with a topic? Some other Examples : Some other Examples What we need you to do : What we need you to do Term 2 Put up the display Get your class used to the terminology Design some rubrics Term 3 Plan a unit using the HOT maps – we’ll input more information at another meeting Please remember : Slide 23: Slide 24: SOLO Taxonomy - to help me assess my learning : My understanding of SOLO Give the kids the final word… :
Teaching SOLO taxonomy through SOLO taxonomy. When I first started this blog, I was always quite keen to stay away from writing 'How to guides' or give detailed theoretical explanations of particular aspect of learning & teaching. Mainly because there are so many amazing educators out there who have already explained it and probably in a much better way than I ever will. I also like to 'tinker' with ideas and normally what I deliver in my teaching is an adapted version, usually pitched to the students that I learn with.
But, I feel I am about to buck the trend and go against my initial aims. I am about to join the dark side! I first read about SOLO in 2009 but at the particular point I wasn't ready in my theory teaching to implement it. As a PE teacher, trained primarily in practical learning, I wanted something simple to develop my classroom practice. So now, back in 2012, I seem to have caught the SOLO bug and went on a big secret trial with my Year 10 & 11 GCSE PE theory groups. In my head this works, in practice who knows. HOT SOLO Presentations. From HookED Wiki Using SOLO Taxonomy in teaching and learning. Click on an image to download a presentation. SOLO_Taxonomy,_Learning_Intentions_and_HOT_Maps.pdf (application/pdf Object) SOLO Taxonomy. SOLO Taxonomy (structure of observed learning outcomes) provides a simple, reliable and robust model for three levels of understanding – surface deep and conceptual (Biggs and Collis 1982).
At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start. The next two levels, unistructural and multistructural are associated with bringing in information (surface understanding). At the unistructural level, one aspect of the task is picked up, and student understanding is disconnected and limited. The jump to the multistructural level is quantitative. At the multistuctural level, several aspects of the task are known but their relationships to each other and the whole are missed.
The progression to relational and extended abstract outcomes is qualitative. At the relational level, the aspects are linked and integrated, and contribute to a deeper and more coherent understanding of the whole. What am I learning? 1. SOLO Autonomy for Beginners.