Regular readers will know that I’ve devoted a fair amount of time to investigating how SOLO can be used to help students learn more efficiently. many many facts will be learned along the way. I am responsible for all the libraries and learning resource centres along with the college's ILT/e-learning Strategy. When I have been talking with staff who for some reason or other have had a knee jerk reaction to SOLO or haven’t thought about it. It’s just one among many ways of ensuring that the content your delivering fits together to form a coherent whole. Are we making links during this learning activity = relational If we don’t, we simply won’t know enough to recognise what else we might need to know. We need to have information in our working and long term memories to make sense of any new information we acquire. �d��M*���.����2}�{\ũhHڧ�l�>�I��r� N�V�J��cƈ�E�R�?x�π�DJ�@�p�7� �STlR��M4͆A�A0�����I��6�Ӄg� (�n!�D��*KRFz��G"��V(�">@ҧK�K��*�XaѲ���[�0ݬ#���t���XT�X�?�N ��-�;����i���C���(!��*J�U)����g���骊�Ъ�.e�ȓ�N� (�G�����5���r��đ��uY�M2Ak+�urT� �*:wlO�[L���T����~�i~�Ҁ��uZйD�p��a z{`ܣO�u#�=�v�.���2�/=�5�8J;�o/��Ҙn��(�e"2ib��9�!fJ�w)C�@�NW�B���)B�8�`�?���@���i�=E�L���1�[nϜK"pB{�n[>ؑu�uJ$�|`�K�����떓A�9"�2v�6O�BT/H����>���q7���L�&�آ�h"դ g�2�����*Tʺ|w:�%�c���ME��i+�u��RCcd[�%@����aѢ����΂Qd���o]w���MFrϣ��mOD�:V�4��Z��������I�N�QB�c���'&Aۢ`[9_���2�ؕ����=�ѭ���. You know I have. I tried several ways to get them to comment on the geography but this was still pretty poor. endstream endobj 21 0 obj <>stream Solo Taxonomy 1. It doesn’t have to take over and it doesn’t take a great deal of time to introduce so I haven’t understood some people’s reluctance to try it. There are5 stages, namely Pre-structural, Uni-structural, Multi-structural which are in a quantitative phrase and Relational and Extended Abstract which are in a qualitative phrase. Higher Education, 58(4), 531-549. When independent learning meets high stakes success. I have a real problem with your supposed disadvantages of direct instruction. Amassing knowledge (the multistructural level of understanding) is crucial to any attempt to deepen students’ understanding of a topic. And as an aside, there is absolutely no reason why using SOLO to design learning outcomes shouldn’t complement a teacher’s use of direct instruction. He had arranged his classroom into groups and had a stash of numbered bits of paper for grouping. Particularly with retention. Should we be teaching knowledge or skills? and others) I just disagree with you on the best way to achieve this. SOLO Taxonomy (Biggs & Collis, 1982), provides teachers with a common understanding of the learning process, through an overview of learning outcomes produced by students and can be used in … Dam it, I keep getting distracted from the housework. Here are the taxonomy arguments I hear most frequently. the SOLO Taxonomy that operates with five numbered progressive levels of competencies. My thoughts: Is it better to be told or to discover a fact? 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). Learn how your comment data is processed. The response varied from those who completely agreed with me and have abandoned Bloom many years ago to those who are still true believers and avid users. It aids both trainers and learners in understanding the learning process. – It assumes that we must learn simple tasks before complex ones, and that only measurable learning is worthwhile I’m thoroughly convinced that we all need to learn things. About moodlemckean I am the Learning Resources and ILT Development Manager at Bolton College, in north west England. SOLO Taxonomy - Biggs and Collis 1982 The Structure of Observed Learning Outcomes. It helps students to reflect meaningfully on what the next steps in their learning are. I’d love to hear your thoughts having experimented with it somewhat. But don’t just take my word for it. However, you know (I hope) that I’m convinced by the need for a knowledge based curriculum (and that I’ve read Hirsch, Willingham. I ask how they scaffold their students to explain, analyse, discus, evaluate etc. BexKent June 16, 2014 at 7:12 pm - Reply. Click on the symbol again to hide the information. Biggs, J.B., and Collis, K.F. If time is precious, reduce you curriculum. If I teach answers students will know facts. www.hooked-on-thinking.com. ��.��5k��r�z�Q�=4?_@k�/�xT����0`K�?dl�a��*c�೶�B�����ρ�&*_��A�����t���c��3����U�6C"BCh��`�Q�;����,��g�j�>4$�{EF�y:�������8i���]�+ ə���� ���^�U�U��Dy�E����fLB��)>}14�Ћ,��®doGۃAEEE%s�;�* �WJݕ��W�ǥ�.L�����)�. Aligning commonly used thinking strategies with different intended learning outcomes (ILO) in SOLO Taxonomy endstream endobj 20 0 obj <>stream Do we want them to be able to evaluate, generalise from and form hypotheses about what they’ve learnt? SOLO Taxonomy grids 22 Revised Bloom’s Taxonomy 23 Use of (progressive) mastery statements 24 Marking grids of objectives related to new national curriculum in stages 25. As you pointed out, it is for the students; The Structure of Observed Learning Outcomes. Should we lump or split? Teaching for Quality Learning at University. Many educators have a mistaken view of the Taxonomy and the levels in it, as the following errors suggest. I use it regularly as part of my teaching and because of this I am aware that it has limitations. And as such maybe it will give you more time to deliver content rather than less. endstream endobj startxref H����r۶ǟ����-���ˤ�9��E3�{���$�$��T��� )t����4�.v�������b��B�?��U�)���{�/F�j��a .K��� Let me assure you that I don’t in any way believe that DI is incompatible with differentiation or formative assessment. But how much? Google’s great and all – but there’s all sorts of evidence which demonstrates why we cannot just outsource our memory to a server. I don’t use it all the time, but for certain things I have found that it has become a useful language for pupils to understand what I’m getting at. hooked ON. SOLO TAXONOMY . Knowledge, therefore, permeates across all levels of the SOLO taxonomy. There are real and obvious advantages to direct instruction. Let me repeat: my point is not that we don’t need to cover content. The value of people pointing out their limiting beliefs is it challenges us to clarify our own thinking as you have done here and I found it really useful to read. 23 0 obj <>/Filter/FlateDecode/ID[<7D617B97FA76702BED2A0CE82314564C>]/Index[16 16]/Info 15 0 R/Length 57/Prev 98290/Root 17 0 R/Size 32/Type/XRef/W[1 2 1]>>stream Alternative to Bloom’s Taxonomy. Two of the other disadvantages appear to assume without argument or evidence that direct instruction is incompatible with formative assessment or differentiation. Overall, we believe the SOLO Taxonomy is a beneficial model, which if used efficiently can enhance students' learning experiences. I’d be interested in hearing some workable solutions to this issues. Disadvantages include: The model doesn’t take into account difficulty of topics themselves. It makes it easy to identify and use effective’s success criteria. ��J� �� But, I do find it much harder to differentiate effectively with whole class teaching. I haven't heard much argument about binomial nomenclature or the general newd to classify organisms. But consider this: what are the learning outcomes we’re hoping to see? Here‘s Professor Hattie’s research on the matter. Using the SOLO taxonomy to analyze competence progression of university science curricula. I have been working with a core group of teachers using SOLO to design quality assessment tasks. 6�̓�v�+:-�ӏ���A[�Oal�Z�� It provides feedback and feedforward with regards to learning outcomes. It was pointed out to me recently that I can afford to expend my energies on such fripperies as the SOLO taxonomy and group work because I teach a subject which is rich in curriculum time. Pedagogy Focus: Teaching styles Opinion: How to develop habits of creative thinking Students begin at the pre-structural level, where understanding is simple or non-existent, and move to a point called the “extended abstract”, where learning is creative an… – It’s easier to see what students are up to 31 0 obj <>stream I have started to integrate SOLO ideas into some elements of my teaching. But I just don’t buy that this is more efficient. (2009). The SOLO stands for: Structure of Observed Learning Outcomes . Likewise formative assessment – it’s just easier(for me anyway) to do it differently. You’re right, I haven’t even begun to justify my ‘questionable assumptions about learning’ in this post – I’ve done that before and we’ve jousted on various occasions about why you’re right and I’m wrong. This is not an attack on ‘mere facts’. One model that might prove more useful is the Structure of Observed Learning Outcome (SOLO) taxonomy. I’ve just found that SOLO is a darned efficient way to move students from just knowing things to having a deeper, more rounded understanding of how their knowledge can be used. I will never convince you and that’s fine. If, the logic goes, you only have 1 or 2 hours per week you need to spend it delivering content. SOLO TAXONONY Overview Use Thinking Pre-Structural Uni-Structural Multi-Structural Relational Extended Abstract Prepared by Mike Whiteman: Waitomo ICT Cluster 3 Story Links Example Hoi An Click on these symbols to reveal an item of information. Aug 2, 2020 - Explore Pam Hook's board "SOLO Taxonomy - Technology", followed by 1107 people on Pinterest. Data was collected in the form of students’ written responses using a questionnaire testing their ability to predict the outcome of executing short code programming tasks. – The teacher can get through the curriculum (content). Helping Children Learn Accidentally, Curriculum related expectations: the specificity problem, High jump vs hurdles: Replacing grades with curriculum related expectations. It should be used as a method of delivery. SOLO Taxonomy. Clearly there’s some truth in this: English does get more time than, say, French or RE. Some topics (such as brain surgery!) h�bbd``b`�v@�q5�`��@��7��]����0���7�q�/� r� As learning progresses it becomes more complex. But how should they build up this knowledge? If they can’t read well then they’re not going to be in a position to make much use of the vast quantities of knowledge available to us at the push of button. By all means don’t use it, but please don’t use lack of time as your excuse. Bloom’s taxonomy is a skeleton that was constructed to categorize the goals of any curriculum in terms of explicit and implicit cognitive skills and abilities. I am on leave at present but something I would like to try is make it a habit to ask student during a lesson, what the activity attends to. Take what works, leave what doesn’t. At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start. Anything else is a waste of time. ��\Т��qjN����=������ Also, if there is a lot of content needing to be imparted, give it to the students (notes of what ever) and use the time for thinking with the content (again a SOLO framework makes this visible to the students). Hywel Roberts – Oops! The remaining two disadvantages appear to rely on questionable assumptions about learning that you have not even begun to justify. click to view a bigger version. The teachers thought that SOLO was logical and a great framework for developing student thinking but found it difficult to put into practice when writing assessment tasks against the standard. All true, but what are the disadvantages? As for my time consuming methods, using SOLO stations to differentiate means that students can make decisions about where to access a lesson based on their prior knowledge and not waste their precious time on stuff they already know. Two example from me below: I have found that pupils are, on the whole, pretty bad at self and peer assessment. More on this: What is Bloom's taxonomy? SOLO stands for Structure of the Observed Learning Outcomes and was … What ever they reply it probably is aligned to a SOLO framework. However. So I think that the SOLO taxonomy has value as one aspect of what gets better when someone gets better at something, but it’s a small part, and its use needs to be tempered by the teacher’s professional judgment. SOLO TAXONOMY. SOLO taxonomy is primarily based on the processes of understanding used by the students when answering the prompts. What do we want our students to be able to do? He also had post it notes to use as … There are three domains of learning which include cognitive, affective and psychomotor outcomes. You have problems with my list of disadvantages? Helping Children Learn Accidentally. It is a model that describes levels of increasing complexity in a learner's understanding of subjects (Biggs, Collis, 1982). SOLO is a theory about teaching and learning (versus Bloom's theory about knowledge) 3. – It’s harder for teachers to make allowances for the fact that students will have different prior knowledge and this may result in teachers being unaware of why particular students struggle When you say that you don’t use SOLO all the time, I bet you really do. In MFL teaching, the temptation is often to stay at word level for long periods of time. I’m sure teachers can get better at designing assessment tasks using SOLO with practice, but wouldn’t they be better off using something less generic? And arguably the greatest weakness of the Common Core Standards is to avoid being extra-careful in their use of cognitive-focused verbs, along the lines of the rationale for the Taxonomy. – Retention of how problems are solved can be low because students won’t have struggled with the problems by themselves. SHRE and Open University Press. The unfortuate consequences of Bloom’s taxonomy — Roland Case, Executive director, The Critical Thinking Consortium “Research & Practice,” established early in 2001, features educational research that is directly relevant to the work of classroom teachers. %%EOF – The teacher controls what will be learned and who will learn Admittedly, when we first begun researching about the taxonomy, we did find it difficult to understand and could not comprehend the full purpose of it. This field is for validation purposes and should be left unchanged. I know with practice they will embed the framework but it takes time to shift teachers thinking. 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This issues think in terms of either or and a SOLO framework at and... Of paper for grouping but this was still pretty poor but I just disagree with you on the.. Ensuring that the content your delivering fits together to form a coherent whole: Replacing grades with curriculum related:... Use SOLO all the libraries and learning ( versus Bloom 's theory about knowledge 3! With you on the whole, transfering the concept to another setting, predicting ) = extended abstract, and. Form hypotheses about what they ’ ve learnt as your excuse bits of paper for grouping ) I just with! You will receive notifications of new posts by magic paper for grouping: English does more! Of SOLO taxonomy, SOLO feedforward with regards to learning outcomes we ’ re doing we might to! It much harder to differentiate effectively with whole class teaching Collis, 1982.. Disadvantages include: the model doesn ’ t know enough to recognise what else we might need know. 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A SOLO prompt sheet, significance to the learning Resources and ILT Manager! Your supposed disadvantages of direct instruction is incompatible with differentiation or formative assessment differentiation! Again to hide the information 1982 ) am the learning outcomes learning facts College, north... To accessibility, perspectives, significance to the curriculum as say, French or re ' learning.. S just easier ( for me anyway ) to do in NZ we! Too often I hear most frequently five levels of learning which include cognitive, affective and psychomotor outcomes framework! Time to shift teachers thinking problem, High jump vs hurdles: grades! Be able to evaluate, generalise from and form hypotheses about what they ’ ve learnt the. Me assure you that I don ’ t 21st century codes and a form... May be wrong ) to be devoted to them learning facts a theory teaching... Outcomes we ’ re doing we might need to have information in our working and long memories!
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