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SOLO taxonomy

SOLO taxonomy
I am pleased to say that John Biggs himself has endorsed this representation of his ideas; "I've just found your website on SOLO et al. via google. I'm delighted! Your diagrams of prestructural-extended abstract are very elegant..." (Unsolicited email, 29 May 2005) The SOLO taxonomy stands for: Structure of Observed Learning Outcomes It describes level of increasing complexity in a student's understanding of a subject, through five stages, and it is claimed to be applicable to any subject area. I confess to a slight distrust of this kind of "progressive" model, which aspires inexorably to a final state. However, the emerging field of work on Threshold Concepts and Troublesome Knowledge links in very effectively with the SOLO taxonomy and offers some points about how the above issues might be addressed. There is a small but enthusiastic group of teachers using the SOLO taxonomy to structure their teaching in schools, and blogging about it.

http://www.learningandteaching.info/learning/solo.htm

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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 (Whakarangaranga), 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 (Rangaranga Takitahi), one aspect of the task is picked up, and student understanding is disconnected and limited. The jump to the multistructural level is quantitative.

 Nottingham High School's Modern Foreign Languages Department Want to write good essays? Posted on 05. May, 2012 by Mr Picardo in A2 , A2 , A2 , AS , AS , AS , Deutsch , Español , Français , Languages When it comes to writing essays in the foreign language, students generally find it difficult to make the leap from the narrations and descriptions required for GCSE to the more sophisticated deeper analysis and structured evaluation required at A Level. Above, you can see a word cloud made from the AQA AS and A2 content assessment criteria , clearly highlighting what you need in order to access the highest grades in writing: relevance, evidence, structure and evaluation are all key requirements. The traditional concept of introduction , followed by main body and culminating in a conclusion offers a basic structure that you can follow to construct your essay.

bloomsapps Using Blooms Taxonomy in education is a highly effective way to scaffold learning for the students. With the recent popularity and pervasive nature of iOS devices in school districts it is essential for educators to understand how to implement Blooms in the classroom using the apps that are available. While this list is by no means fully comprehensive, it will assist educators in getting started when implementing iOS devices in the classroom. This site will change almost daily as it will be updated with new and exciting apps! If you find any that you have worked with in your classroom please email dmileham@e1b.org or tweet @bloomsapps or @dmileham75 with your suggestions.

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Students’ Approaches to Learning In 1976, Swedish researchers Ference Marton and Roger Saljö demonstrated that students learn not what teachers think they should learn, but what students perceive the task to demand of them. Students using a ‘surface’ approach see a task as requiring specific answers to questions, so they rote learn bits and pieces; students using a ‘deep’ approach want to understand, so they focus on themes and main ideas. My own take on this was to develop questionnaires assessing approaches to learning, the Learning Process Questionnaire (LPQ for school students) and the Study Process Questionnaire (SPQ for tertiary students) to assess students’ use of these approaches, with the addition of an ‘achieving’ approach, which students use to maximise grades. The following article summarises my work on this: ‘The role of metalearning in study processes’ (British Journal of Educational Psychology, 55, 185-212, 1985). Download Article and R-SPQ-2F Questionnaire

SOLO Taxonomy click to view a bigger version As learning progresses it becomes more complex. SOLO, which stands for the Structure of the Observed Learning Outcome, is a means of classifying learning outcomes in terms of their complexity, enabling us to assess students’ work in terms of its quality not of how many bits of this and of that they have got right. Free Text Reader How to run the program? You can run IVONA MiniReader in two ways: using the Start menu: Start » All programs » IVONA » IVONA MiniReader, using the system's tray menu shortcut. How it works? All you have to do to voice text is:

Andy McPhee Bloom’s Taxonomy was developed by Benjamin Bloom (right) and a team of other cognitive psychologists at the University of Chicago in the mid-1950s. Of course, you knew that already. Healthcare educators have been using Bloom’s taxonomy for decades to build goals and objectives. The original levels cited by Bloom inlcude — come on, recite them with me now — knowledge, comprehension, application, analysis, synthesis, and evaluation. 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.

Constructivism vs. Constructivism vs. Constructionism Constructivism vs. Constructivism vs. Constructionism Notes by Mark Guzdial I'd like to offer my take on the meaning of these words. I hear them used in so many ways that I often get confused what others mean by them.

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