Questions can be formulated at each level of the SOLO taxonomy to ask progressively deeper, or higher-order, questions. - Educators and students find it easy to determine what they are doing - the SOLO complexity of the task Finally and significantly, when working with teachers, SOLO provides greater clarity when writing ILOs. Congratulations on your work! Enables proximate - hierarchical - explicit feedback With hundreds of people in the room, John Hattie introduced his 3 themes: understanding learning, measuring learning and promoting learning. Application. HookED Wiki: The advantages of SOLO Taxonomy over Bloom’s Taxonomy, Essential Resources: Introduction to SOLO Taxonomy Flyer. Using visual symbols to represent levels of understanding in SOLO means that coding for complexity of thinking can be undertaken by both student and teacher, allowing “where should we go next?” decisions and thinking interventions to more accurately target student learning needs. See more ideas about Solo taxonomy, Taxonomy, Visible learning. Knowledge, therefore, permeates across all levels of the SOLO taxonomy. Six year old students can be taught to derive general principles and suggest hypotheses, though obviously to a different level of abstraction and detail than their older peers. Springer. It describes the processes of understanding used by students when answering prompts. 2. The Structure of Observed Learning Outcomes Taxonomy (SOLO) is a notion that describes the stages of learning that students go through to reach a real depth of understanding on a topic. Blooming, SOLO Taxonomy, and Phenomenography as Assessment Strategies in Undergraduate Science ... (Hattie & Brown, 2004). Evaluating the quality of learning: The SOLO taxonomy. New York: Academic Press. At the multistuctural level, several aspects of the task are known but their relationships to each other and the whole are missed. Pam’s work has been endorsed by John Hattie (refer foreword in First Steps with SOLO Taxonomy) and John Biggs. A second advantage The SOLO Taxonomy (Biggs & Collis, 1982), provides a measure of cognitive learning outcomes or understanding of thinking, that, in my experience, teachers have felt comfortable adopting. The SOLO Taxonomy provides a common language of learning for students to share with their teachers and peers. than a unistructural item that asks 'What does celestial rotation mean?'. SOLO is research/evidence based on structure of student learning outcomes (versus Bloom's developed from proposal by a committee of educators), 2. - Educators and students find it easy to reliably and validly determine their next steps - plus one SOLO level, 4. Bloom’s Taxonomy has been used for several decades to develop learning and teaching strategies. With SOLO, students understand that declarative and functioning learning outcomes are the result of effort and the use of effective strategies rather than luck or fixed abilities. Visible Learning promotes the use of SOLO taxonomy. Build and/or activate prior knowledge: 2: Uni-structural: One Idea: Surface Learning: Has an idea of what it is, but not what to do with it or how it connects to other ideas www.tki.org.nz/r/assessment/atol_online/ppt/solo-taxonomy.ppt. 8. Teaching for quality learning at university. Through his refreshing approach to educational research, John Hattie does not promise in his article the golden ticket of ‘what will work’, but instead looks at the things that teachers are doing every day in this country and elsewhere around the globe that are simply not working. Type Document Author(s) John Hattie, Gavin T. L. Brown, New Zealand. Knowledge. SOLO is a theory about teaching and learning example an intended learning outcome from the "understanding" level of Bloom's revised taxonomy includes verbs such as classify, compare, exemplify, conclude, demonstrate, discuss, SOLO has advantages over Bloom's cognitive taxonomy (Bloom 1965), the traditional taxonomy for differentiating learning experiences. This is exactly why "understand" and "comprehend" are not helpful terms to use in writing ILOs. Hattie reminds us of how SOLO taxonomy can guide us to find balance when planning our curriculum. Biggs, J., & Tang, C. (2007). This may be easier (depending on instruction, etc.) Comprehension. Page 2. VERBS WHICH CAN DESCRIBE PERFORMANCE AT DIFFERENT SOLO LEVELS While the SOLO taxonomy can help identify levels of progression with learning, Biggs (1999) also identifies characteristics of students that signal whether they are adopting a deep or surface level approach to learning. This is an alternative to Bloom that Hattie advocates. SOLO is based on levels of ascending cognitive complexity (versus Bloom's questionable hierarchical link between levels) Notice: We recently upgraded our comments. The original Bloom taxonomy was not based on research on student learning itself, as is SOLO, but on the judgements of educational administrators, neither is it hierarchical, as is SOLO. There are several advantages of the SOLO model over the Bloom taxonomy in the evaluation of student learning.These advantages concern not only item construction and scoring, but incorporate features of the process of evaluation that pay attention to how students learn, and how teachers devise instructional procedures to help students use progressively more complex cognitive processes. Interventions (Thinking interventions and e-learning interventions) that enhance the conditions of value when learning (SOLO differentiated interventions). The SOLO Taxonomy was devised by Collis & Biggs (1982) and looked at the Structure of the Observed Learning Outcomes produced by students in terms of their complexity. Cognitive processes in asTTle: The SOLO taxonomy. Similarly, teachers could be encouraged to use the 'plus one' principle when choosing appropriate learning material for students. Teaching for Quality Learning at University. At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start. TriArt Liquid Glass - Testing as a FINISH Coat For Acrylic Pour Painting. 80. 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 got right. Page 1. When using Bloom’s taxonomy, the supposition is that the question leads to the particular type of Bloom response. I trust your judgement in using and interpreting SOLO.”. 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?• Add to My Bookmarks Export citation. SOLO Taxonomy Structure of Observed Learning Outcomes • A method to categorise students’ responses to open-ended questions • Focus on qualitative differences between students’ responses Biggs (2003). What compositional principles did Picasso use in Guernica? the use of a defensible taxonomy of processing -- the SOLO taxonomy. In more recent times, John Hattie has argued that Bloom’s Taxonomy needs to be superceded by the Solo Model. It outlines the journey from surface to deep learning. This is an alternative to Bloom that Hattie advocates. What the student does (3rd ed). (1982). SOLO levels can be communicated through text, hand signs and symbols - across large and noisy learning environments (versus Bloom's where levels communicated by text alone), 6. It shows learning progress and a plus 1 next step for every learner, Refer to this extract from Hook, P. (2012). (versus Bloom's confused verb use across levels. Extended Abstract. What It Means HES Instructional Strategies; 1: Pre-structural: No Idea: May or may not have Prior Knowledge: Lack of understanding or knowledge of concept. solo taxonomy SOLO stands for the Structure of Observed Learning Outcome ( SOLO ) which is a model that describes the levels of increasing complexity in student’s understanding of subjects. Take for example, a series of art questions suggested by Hamben (1984). The language of learning used in schools. Similarly, a student may provide a very surface response to 'What is your opinion of Picasso’s Guernica'? Teaching and Learning: tales from the ampersand. These are practical strategies that exemplify the higher levels of the SOLO taxonomy. It is possible for an item at the relational level, for example, to be constructed so that it is less difficult than an item at the unistructural level. SOLO Taxonomy Hattie’s Term Learning Phase? Students of all ages can use SOLO levels, rubrics and frameworks to answer the following questions: HookED uses SOLO to help students think about the strengths and weaknesses of their own thinking, to “learn to learn” and to help schools develop a common, school wide approach to making learning and learning outcomes visible to students. The marker assesses each response to establish either the number of ideas (one = unistructural; _ two = multistructural), or the degree of interrelatedness (directly related or abstracted to more general principles). SOLO allows task and outcome to be at different levels (versus Bloom's not designed/cannot be used to level outcomes against each task). Learning intentions and learning outcomes (SOLO differentiated learning experiences and WALT statements); Using the SOLO method, it is relatively easy to construct items to assess such abstractions. SOLO has clarity of verb use for each level. 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). It outlines the journey from surface to deep learning. Your slideshare presentations really delve into the application of SOLO at a level in Primary especially that we didn’t go into at all. Foreword by John Hattie, SOLO Hexagons - Hook Education Ltd - Download on App Store. This is where the SOLO Taxonomy can come in handy. Type Document Author(s) John Hattie, Gavin T. L. Brown, New Zealand. Biggs, J. Who painted Guernica? Clarity of verb level is a powerful advantage when educators are planning and writing learning intentions using OBE and constructive alignment - and when students are doing their own inquiry - see below. A key SOLO can be used to design a learning experience or ask a question at one level of cognitive complexity whilst at the Hattie and Brown used SOLO as a framework for designing asTTle so that the questions had different levels of cognitive complexity (Hattie and Brown 2004). Teaching for quality learning at university. Buckingham. Another way of looking at this is that students should be able to recall and reproduce, apply basic skills and concepts, think strategically and then extend their thinking (by hypothesizing etc.) HookED uses a unique classroom based approach to SOLO Taxonomy. ... I’ve written previously about being a big fan of Hattie’s work about what affects achievement. Who painted Guernica? SOLO is a theory about teaching and learning (versus Bloom's theory about knowledge), 3. SOLO Taxonomy SOLO stands for ‘ S tructure of the O bserved L earning O utcomes’. The SOLO Taxonomy is divided into a number of levels. “Learning to learn” requires the learner to think about the strengths and weaknesses of their own thinking when they are learning and to make thoughtful decisions on what to do next. (1999). The Bloom taxonomy presupposes that there is a necessary relationship between the questions asked and the responses to be elicited, whereas in the SOLO taxonomy both the questions and the answers can be at differing levels. Cognitive processes in asTTle: The SOLO taxonomy. As learning progresses it becomes more complex. The Bloom taxonomy has been extensively used in teacher education to suggest learning and teaching strategies, has formed the basis of many tests developed by teachers (at least while they were in teacher training), and has been used to evaluate many tests. They are able and motivated to monitor their own progress in a learning task and to make smart decisions on their next steps. Refer to this extract from Biggs, J., & Tang, C. (2007). 3. For example, consider the following four questions about the solar system (adapted from Hattie & Purdie, 1998): Springer. The most powerful model for understanding these three levels (surface deep conceptual)and integrating them into learning intentions and success criteria is the SOLO (structure of observed learning outcome) model developed by Biggs and Collis (1982). Student understanding is disconnected and limited, one idea, many ideas relate! To ask progressively deeper, or higher-order, questions surface to deeper constructs and this is where the method... 'What does celestial rotation mean? ' assessment for the achievement standards in... Answer expected is: unistructural is often described as a FINISH Coat for Acrylic Painting. 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