st. aidans solo taxonomy
DESCRIPTION
Solo presentation used on first staff insetTRANSCRIPT
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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.
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5 typical ways to answer a question
PrestructuralI’m not sure about this
subject
UnistructuralI have one idea
about this subject
MultistuctruralI have several
ideas about this subject
RelationalI can link my ideas together to see the
big picture…
Extended abstract
I can look at these ideas in a new and
different way.
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Unistructural Multistructural Relational Extended abstract
DefineIdentifyDo simple procedure
DefineDescribeListDo algorithmCombine
Compare/contrastExplain causesSequenceClassifyAnalysePart/wholeRelateAnalogyApplyFormulate questions
EvaluateTheoriseGeneralisePredictCreateImagineHypothesiseReflect
SOLO TAXONOMY(after Biggs and Collis 1982)
Prestructural
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Unistructural Multistructural Relational Extended abstract
DefineIdentifyDo simple procedure
DefineDescribeListDo algorithmCombine
Compare/contrastExplain causesSequenceClassifyAnalysePart/wholeRelateAnalogyApplyFormulate questions
EvaluateTheoriseGeneralisePredictCreateImagineHypothesiseReflect
SOLO TAXONOMY(after Biggs and Collis 1982)
Prestructural
Surface Learning
Deep Learning
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Unistructural Multistructural Relational Extended 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 inGuernica.
Relate the theme of Guernica to a current event.
What do you consider Picasso was saying via his painting ofGuernica?
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With SOLO we can…
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
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With SOLO we can…
provide feedback and feed forward on learning outcomes which is simple to understand and straightforward to act on.
Feedback: “How have you demonstrated that your knowledge is multistructural?”
Feed forward: “What do you need to do to make it relational?”
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Making it visible
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“SOLO Taxonomy provides a simple and robust way of describing how learning outcomes grow in complexity from surface to deep understanding”
Biggs & Collis 1982
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Why?
How should we show that “progress” has been made in a lesson (or 20 minutes of a lesson)?
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The language of learning
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
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Isn’t this a bit like Bloom’s Taxonomy?
SOLO is based upon a theory about teaching and learning rather than a theory about knowledge, (Hattie and Brown, 2004)
Bloom’s is ‘good’ for teachers: planning, questioning & checking learning
But not great for students:
I’ve done applying sir, can I move on to analysis now?
Progress is not implicit with Bloom’s
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SOLO is better because:
It’s a diagnostic tool – provides useful feedback and makes next steps clear
It’s a useful assessment tool – clear links with rubrics
It can help plan objectives & success criteria which focus on progress
It describes the learning outcome
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the point hasn’t been 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 ‘chanting’
no understanding
QUANTITAVE Pre - Structural
misses the point
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one aspect of a 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
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several aspects of a 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
‘knowledge telling,’ ‘cut and paste’
described by Biggs as “seeing the trees but not the wood”
Multi - Structural
enumerate, classify, describe, list, combine, do algorithms
QUANTITAVE
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integration of ideas/aspects of 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
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connections are made not 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
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Application
Curriculum design Designing effective learning outcomes
Formative Structuring questions to encourage deeper learning Differentiating learning tasks
Summative Assessing the level of understanding more
effectively Reflective Journals Dissertations Presentations
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Whole School
For SOLO to work effectively it must be used whole school 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.
“If you want students to be clear about their learning you need the teacher to be clear first.” Tom Sherrington (@headguruteacher)
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Useful Links
http://leadinglearner.me/2013/04/14/redesigning-classrooms-using-solo-to-increase-challenge/
http://www.learningspy.co.uk/solo-taxonomy/ http://
www.slideshare.net/LizSaddler/inset-may-2013-solo-sll
http://pamhook.com/solo-taxonomy/
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