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. HookED uses a unique classroom based approach to SOLO Taxonomy. This approach has been endorsed by Professor John Biggs who has been very supportive of the work and outcomes in New Zealand schools by Hooked on Thinking and more recently HookED. ” …very interesting and a new direction for SOLO as far as I know. What am I learning? 1. SOLO is used to: References:
Related: Solo Taxonomy
• SOLO Taxonomy
• differentiated learning
SOLO Taxonomy | John Biggsclick 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. SOLO can be used not only in assessment, but in designing the curriculum in terms of the learning outcomes intended, which is helpful in implementing constructive alignment. SOLO was first described by Kevin Collis and myself in Evaluating the Quality of Learning: The SOLO Taxonomy (New York: Academic Press, 1982, now out of print, but available in Chinese).
HOT SOLO PresentationsFrom HookED Wiki Using SOLO Taxonomy in teaching and learning. Click on an image to download a presentationGoing SOLO: An introduction to the taxonomy everyone’s talking aboutThis article originally appeared in Innovate My School's September 2012 digital magazine. The Structure of Observed Learning Outcome (SOLO) taxonomy aims to show pupils how to develop sophisticated responses to questions by getting them to examine their thought-process as their understanding of a topic improves. I began using SOLO in 2011, and it is now integral to my teaching. SOLO defines five stages of understanding for any topic: prestructural, unistructural, multistructural, relational and extended abstract. All well and good. SOLO LEVEL: PRESTRUCTURAL (the pupil has missed the point) PUPIL RESPONSE:I think Johnny Depp is a Shakespeare character because we watched a film featuring both of them. TO MOVE ON:The pupil must begin to gather basic information on the topic. PUPIL RESPONSE:Johnny Depp acts in films. TO MOVE ON:The pupil has understood one choice Johnny Depp has made, but there is no further detail. PUPIL RESPONSE:I know lots about the life and times of Johnny Depp.
Revised Bloom’s Taxonomy – CELTJump to the Bloom's Revised Taxonomy Model Go to the Flash version of the Bloom's Revised Taxonomy Model Download the PDF Version A statement of a learning objective contains a verb (an action) and an object (usually a noun). The verb generally refers to [actions associated with] the intended cognitive process. The cognitive process dimension represents a continuum of increasing cognitive complexity—from remember to create. The knowledge dimension represents a range from concrete (factual) to abstract (metacognitive) (Table 2). Bloom’s Digital Taxonomy by Andrew Churches – a thorough orientation to the revised taxonomy; practical recommendations for a wide variety of ways mapping the taxonomy to the uses of current online technologies; and associated rubrics Bloom et al.’s Taxonomy of the Cognitive Domain (Dr. Revising Bloom’s Taxonomy. The Best Resources For Helping Teachers Use Bloom’s Taxonomy In The Classroom (Larry Ferlazzo’s Websites of the Day…) *Anderson, L.W.
BiologyBiology Unit 1: Introduction BiologyClassification of LifeEssential Characteristics of Life Hierarchy of LifeScientific MethodThree Domains of Life Unit 2: Chemistry of Life Biological MoleculesCarbohydratesLipidsMolecules of LifeNucleic Acids Polymers Positive & Negative Feedback LoopsProteinsWater & LifeWater - A Polar Molecule Unit 3: Cells Anaerobic RespirationATP: Adenosine TriphosphateA Tour of the CellBioenergetics Cancer - What is It? EnzymesEvolution of Cell CommunicationGibbs Free EnergyHomeostatic EvolutionInterstitial FluidLife Requires Free EnergyMeiosis Phases of MeiosisMitosis Phases of Mitosis Osmosis DemoPhotosynthesis & RespirationSignal Transduction PathwaysSodaria CrossThe Cell MembraneThe Importance of OxygenTransport Across the Cell MembranesWater PotentialWhy Are Cells Small Unit 4: Genetics Unit 5: Evolution AbiogenesisCladogramsCoevolutionEvidence for EvolutionEvidence for Evolution IIEvolution ContinuesExamples of Natural SelectionGenetic DriftMicroevolution Animals
SOLO Taxonomy: giving students a sense of progress in learningWithout a sense of progress you cannot be creative, so what language can we offer students that enables them to take control of understanding where they are in their learning? One key notion about creativity is that the ability to calculate progress is an important part of the creative process: knowing when something feels 'done'. Knowing when you're stuck, when you're done, when you're at the end of that chunk of learning is essential. It gives that indication that you need to go back out and get some more insights from someone or something. Knowing where you are in your learning requires a language, a rubric of some sort, and one which fits the bill really well is John Biggs' SOLO Taxonomy (Structure of Observed Learning Outcomes). The SOLO Taxonomy is like a stepping stone progression through the perceived understanding of a given area. The model provides five levels of understanding of a given topic or area of learning: Additional links (14/08/12):
Teaching SOLO taxonomy through SOLO taxonomyWhen 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. 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. So, whatever I do, whether leading sessions for staff or teaching in lessons, I always think 'What could I do that helps people really get what I am talking about'.
The power of solo taxonomy! | Mcintosh8's BlogIt has been a couple of months now since I started using Solo taxonomy with my students at Rossett School. I wanted to really try to embed & gauge it’s impact first before I reflected upon it here in my blog. Firstly I must thank Tait Coles @totallywired77 & Darren Mead @Dkmead who I follow on twitter for introducing me to Solo. For those new to the “Power of Solo” it stands for: Structure of Observed Learning Outcomes. The different levels of Solo can be seen in the picture below: I started using Solo firstly to try and show my A level PE students how to think more deeply when answering synoptic 10 & 20 mark exam questions. During my recent visit to Australia to present to 3 schools in teaching & learning I took my Solo experiences & shared them with staff there. Powerful stuff!! Like this: Like Loading...