SHRE and Open University Press. – Retention of how problems are solved can be low because students won’t have struggled with the problems by themselves. SOLO is a theory about teaching and learning (versus Bloom's theory about knowledge) 3. About moodlemckean I am the Learning Resources and ILT Development Manager at Bolton College, in north west England. Are we using the information in a new way, showing insight (in Geography this is often making conceptional links ie. Dam it, I keep getting distracted from the housework. However. The SOLO stands for: Structure of Observed Learning Outcomes . broader links to accessibility, perspectives, significance to the whole, transfering the concept to another setting, predicting) = Extended abstract. By using SOLO taxonomy whilst writing their answers, pupils could structure and connect their ideas better and we found it drew more information out of them. 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. Using the SOLO taxonomy, this study examines secondary education (K-12) students’ programming thinking and their representations of the concepts of programming variable and the assignment statement. Helping Children Learn Accidentally, Curriculum related expectations: the specificity problem, High jump vs hurdles: Replacing grades with curriculum related expectations. 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. This is not an attack on ‘mere facts’. I know with practice they will embed the framework but it takes time to shift teachers thinking. Do we want them to be able to evaluate, generalise from and form hypotheses about what they’ve learnt? Hywel Roberts – Oops! It’s worth remembering that SOLO stands for the Structure of Observed Learning Outcomes or, to simplify, what students’ learning looks like. • Brabrand, C., & Dahl, B. 0 And what should learning facts look like? Oops! Yes we want them to know stuff, but do we also want them to be able to see relationships between the stuff they’ve learned? BexKent June 16, 2014 at 7:12 pm - Reply. I ask how they scaffold their students to explain, analyse, discus, evaluate etc. Clearly there’s some truth in this: English does get more time than, say, French or RE. 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. In recent years I have dropped a 24 credit Geography course to being 18 credits so the quality of the learning can improve (often via a SOLO framework). I have been working with a core group of teachers using SOLO to design quality assessment tasks. taxonomy. SOLO Taxonomy. Some topics (such as brain surgery!) Two example from me below: I have found that pupils are, on the whole, pretty bad at self and peer assessment. I’m not saying the taxonomy must be taught to students or that it is the only way to guide them through the mapping of new and related concepts. USES OF SOLO TAXONOMY It supports students to reflect on their own thinking. 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. There are real and obvious advantages to direct instruction. It identifies five levels of learning, which increase in skill at each stage. 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. 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. Learn how your comment data is processed. – It’s easier to see what students are up to It’s bizarre to think in terms of either or. Should we be teaching knowledge or skills? Likewise, Jigsawing, described by Phil Beadle as ‘the ultimate teaching technique’ is by far the most efficient way I’ve encountered for getting students to process large quantities of information whilst also being a damn sight more fun than teaching from the front all day every day. All true, but what are the disadvantages? I need time to add the resources for this.My first attempt at a revisional exercise using SOLO involved halved hexagons.Students worked in pairs and were presented with a series of halved hexagons. 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. If they don’t know enough about a subject they won’t make any progress. My thoughts: When you say that you don’t use SOLO all the time, I bet you really do. 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. ��\Т��qjN����=������ 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). click to view a bigger version. I tried several ways to get them to comment on the geography but this was still pretty poor. My problem with Bloom’s Taxonomy is not the same as Doug … • Biggs, J. – 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 It aids both trainers and learners in understanding the learning process. If, the logic goes, you only have 1 or 2 hours per week you need to spend it delivering content. 2. SOLO Taxonomy is a systematic way of describing how a learner’s understanding develops from simple to complex when learning different subjects or tasks. I am responsible for all the libraries and learning resource centres along with the college's ILT/e-learning Strategy. Critique of the SOLO Taxonomy Model. 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. click to view a bigger version. *��� 4:;��̃6ȅ� ~���ک3t\�gI�ƚ����ݲ�%� �!2X۫Q�#������0 �Ǻ���Ӂ�bH��H�?���U6�L�N��DmQ�� Helping Children Learn Accidentally. Respectfully, I’d hope the answer is yes to each of these questions. I’m thoroughly convinced that we all need to learn things. Are we making links during this learning activity = relational Aug 2, 2020 - Explore Pam Hook's board "SOLO Taxonomy - Technology", followed by 1107 people on Pinterest. It makes it easy to identify and use effective’s success criteria. ��.��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 Higher Education, 58(4), 531-549. Thanks Jo – this is exactly my point. endstream endobj 20 0 obj <>stream 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 remaining two disadvantages appear to rely on questionable assumptions about learning that you have not even begun to justify. We do. =I�Ԥsh��V� ���I ��zIe�c�c�`��㉭�p�������;˵�'�=M���=�=�F 16 0 obj <> endobj 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? Easy to do in NZ as we have a standards based system that allows us to make up our curriculum. 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. This field is for validation purposes and should be left unchanged. They make progress at their own pace and will have a contextualised memory of what they’ve learned because they’ve had to work through it independently. We investigate how the formulation of ILOs using the SOLO Taxonomy gives information about competence progression, educational traditions, and the nature of various science subjects. If I teach answers students will know facts. The rubric used to assess your ePortfolio is based on the SOLO taxonomy. Knowledge, therefore, permeates across all levels of the SOLO taxonomy. A simple way of thinking about it is: If we are bringing in ideas=multistructural It’s abundantly clear to anyone who’s tried to use SOLO that there’s no avoiding the fact that the kids have gotta know stuff. %%EOF I then used it with GCSE and A Level revision to think about about how to get those A-A* answers where in geography linking ideas and being explicit about cause and effect are key. Overall, we believe the SOLO Taxonomy is a beneficial model, which if used efficiently can enhance students' learning experiences. So, yes: time is precious and should not be wasted. 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… And just for the record, I’ve got nothing against direct instruction as a powerful part of teaching armoury; I use it often and there are some important advantages to using it: – The teacher has control of the timing of the lesson In MFL teaching, the temptation is often to stay at word level for long periods of time. I’d love to hear your thoughts having experimented with it somewhat. Such comments as “neater handwriting” or “write more” come to mind. At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start. Problems with Bloom’s Taxonomy Brenda Sugrue, PhD October, 2002 I did a 99 second critique of Bloom’s taxonomy at the 2002 ISPI conference and it generated more unsolicited feedback than any other presentation I have made. H����r۶ǟ����-���ˤ�9��E3�{���$�$��T��� )t����4�.v�������b��B�?��U�)���{�/F�j��a .K��� Learning - the SOLO Taxonomy. Using the SOLO taxonomy to analyze competence progression of university science curricula. and others) I just disagree with you on the best way to achieve this. I’ve just found that SOLO is a darned efficient way to move students from just knowing things to having a deeper, more rounded understanding of how their knowledge can be used. It was pointed out to me recently that I can afford to expend my energies on such fripperies as the SOLO taxonomy and group work because I teach a subject which is rich in curriculum time. Disadvantages include: The model doesn’t take into account difficulty of topics themselves. bringing in ideas, making links, insight. Advantages and Disadvantages of Bloom’s Taxonomy 2 Learning occurs in various forms when it comprises performance of ability. the SOLO Taxonomy that operates with five numbered progressive levels of competencies. But how should they build up this knowledge? Enter your email to subscribe to The Learning Spy. how to set up the lesson– @7tbj had prepared a mock ISA, a mark scheme and a SOLO prompt sheet. h��UmO�0�+��!�DZ�*���m0� �I�D%RIQ&��ww��4-�c��'��{y�|y�LYf�ʘ2�8&�]�+�=�����k�/��C^�7U�1/,/~�/���#�Q�pR�������T|�(�-ӰY6�t�|�:PV�䒚I!�5���E��� �3)>��?�0�go�U].���\�7E3_TL�Ӫ���9`��|��H!%?��nz�r�����|���χ�� �U��-W�[��X=�@�Ӳ��dĻ�f�y�e�M[��^���]����Cc����2X(k9�7L��;Ds�z�V�Ʃ��J���h�f3���Q�@ @��'�`����ä�ب� PL�)��B�!�G x�k>� Bq�>����(ZC�~�8��Õ�88��I�U��P�V$w��^!4�c�6�����U�^- �Ӑ�\ >�U�`l���1�;��M����& V�i$}��e2|I^?N�X��C�ᔅ�xnl�SN�x����1;sĸ@S������1��/3�̌�v����o���$��㚇�N���}ѻ!j�!J�#��(q��x1�垼�k���#��3^L_ˀqX���vL�Hx���bĝph1n\QO_�N�A��p��3�#��� #���E��-��5�!F��M�!�޴��%-���D������o��Q��0�H�[���-^��������_ ��U 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. – Too often it’s a one size fits all model of teaching and learning which assumes everyone learns at the same pace. But don’t just take my word for it. SOLO Taxonomy - Biggs and Collis 1982 The Structure of Observed Learning Outcomes. It provides feedback and feedforward with regards to learning outcomes. 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. 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. Teaching for Quality Learning at University. I have started to integrate SOLO ideas into some elements of my teaching. – The teacher controls what will be learned and who will learn When independent learning meets high stakes success. Biggs, J.B., and Collis, K.F. The remaining two disadvantages appear to rely on questionable assumptions about learning that you have not even begun to justify. What do we want our students to be able to do? Too often I hear that it’s inefficient to spend lesson time on anything other than direct instruction. More on this: What is Bloom's taxonomy? (2009). You have problems with my list of disadvantages? Other topics may be easy to understand, manipulate and theorise at level 5 of the taxonomy (extended abstract level). And as such maybe it will give you more time to deliver content rather than less. H��� PW��s�y�\PQqC����s7R�hY3�R��1cwWԉ[�qCqO��}�W��D��5 This being the case, don’t we have a duty to do more than just cover the content? However, when I got them to think about the SOLO level a pupil was working at this was much easier for them and they could see the benefit (and difficulty)of moving from multi-structural to relational. The emphasis shifts from students passing the course to students passing the course with excellent marks. Two of the other disadvantages appear to assume without argument or evidence that direct instruction is incompatible with formative assessment or differentiation. 5 Common Misconceptions About Bloom’s Taxonomy h�b```".ɢ� �� �@���q��anG������82:X: b@���$����"�A�0-a/j (� �f�d`jZ ���������1�m�3��O7M��EŪB��DW`���D�d�֥������a��Zm;�t��>wJ�/�R���_J��L4�;E�ۥ�s?HU�U�!�rE�&-�_Xsܯǟ���+���)��>��UZOhϯ�U[��x�7?`�V��[����9�U1mC6M�� ��1�4��V�j���ϑ#��Clc����w=}����=� �1�>y0�N��WaсK���;�+��(��D+܋=�-k_����)��Ѡ���2+�DO��N�l�W����9�̕5 ���i�xP�ptbZ8+Z�`A��s�ꆬ����1]���1;*8s?t���q��k�dBཊ2�f��O2� ��d[�RI��g�p� XPȪ�O�� XƊ�C4������J0�N�$��ƛ:�n4�� Because of this I get students to interact differently with information I want them to understand. 3 Summative testing 26 Working backwards from GCSE 27 Moderation 28 Special school assessment developments 29 Section six: Development of software for tracking progress 31 Section seven: Outcomes and impact for … There are three domains of learning which include cognitive, affective and psychomotor outcomes. He had arranged his classroom into groups and had a stash of numbered bits of paper for grouping. Lack of knowledge is a huge barrier to students’ ability to read. Really? One model that might prove more useful is the Structure of Observed Learning Outcome (SOLO) taxonomy. Google’s great and all – but there’s all sorts of evidence which demonstrates why we cannot just outsource our memory to a server. the next question is how they make that visible to the students. If what you do works, then stick with it. 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). Particularly with retention. Should we use cladistics or phylogenetics? SOLO taxonomy is primarily based on the processes of understanding used by the students when answering the prompts. Here‘s Professor Hattie’s research on the matter. � I’d be interested in hearing some workable solutions to this issues. – It assumes that we must learn simple tasks before complex ones, and that only measurable learning is worthwhile if I teach them to ask questions to which they are willing to work to find their own answers a whole world of curiosity and inquiry is opened up. 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 The hexagons were split between question stems and answers to those questions. As you pointed out, it is for the students; The Structure of Observed Learning Outcomes. It’s just one among many ways of ensuring that the content your delivering fits together to form a coherent whole. Let me assure you that I don’t in any way believe that DI is incompatible with differentiation or formative assessment. endstream endobj 17 0 obj <> endobj 18 0 obj <>/ProcSet 30 0 R>>/Rotate 0/Type/Page>> endobj 19 0 obj <>stream SOLO TAXONOMY. The point about retention flies in the face of the evidence, and looks like wishful thinking on your part. SOLO stands for Structure of the Observed Learning Outcomes and was … 6�̓�v�+:-�ӏ���A[�Oal�Z�� Solo (structure of observed learning outcomes) taxonomy is a model for categorising learning outcomes based on increasing levels of complexity. Here are the taxonomy arguments I hear most frequently. As learning progresses it becomes more complex. 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. We need to have information in our working and long term memories to make sense of any new information we acquire. Two of the other disadvantages appear to assume without argument or evidence that direct instruction is incompatible with formative assessment or differentiation. It’s true that it’s much easier to teach from the front with worksheets and Power Points, leading students through carefully prepared lessons. This taxonomy is regarded as one of the crucial models that contribute to the curriculum development in the 21st century. Amassing knowledge (the multistructural level of understanding) is crucial to any attempt to deepen students’ understanding of a topic. 1. This site uses Akismet to reduce spam. I have a real problem with your supposed disadvantages of direct instruction. endstream endobj startxref However, you know (I hope) that I’m convinced by the need for a knowledge based curriculum (and that I’ve read Hirsch, Willingham. What ever they reply it probably is aligned to a SOLO framework. – The teacher can get through the curriculum (content). If you’re teaching history, there’s an awful lot of knowledge you’ve got to communicate if students are going to stand a chance of making sense of your subject. Let me repeat: my point is not that we don’t need to cover content. New York: Academic Press. I use it regularly as part of my teaching and because of this I am aware that it has limitations. 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. }��]�� ��0�f���I�s�v�y�漘�q It should be used as a method of delivery. Click on the symbol again to hide the information. Solo Taxonomy 1. Is it better to be told or to discover a fact? See more ideas about Solo taxonomy, Taxonomy, Solo. hooked ON. 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. SOLO is research/evidence based on structure of student learning outcomes (versus Bloom's developed from proposal by a committee of educators) 2. John Sayers Geography Blog: Solo Taxonomy as a revision tool Using QR codes and a Google Form. www.hooked-on-thinking.com. But I just don’t buy that this is more efficient. Many educators have a mistaken view of the Taxonomy and the levels in it, as the following errors suggest. Hello @ Dennis, as more and more institutions are now using OBE (outcome based education), we do find that Solo taxonomy has advantages, as are expressed on this link. thinking? 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 … – Students may not have a sense of the purpose or ‘big picture’ of what they’re learning as they focus on simple steps %PDF-1.3 %���� But if that’s all we’re doing we might have a problem. Likewise formative assessment – it’s just easier(for me anyway) to do it differently. This disadvantage can be overcome by having students do lots of complex problems on their own but this means that one of the main advantages (efficiency) is lost Take what works, leave what doesn’t. Biggs’ Solo (Structure of the Observed Learning Outcome) Taxonomy is a systematic way of describing how a learner’s performance develops from simple to complex levels in their learning. And anyway, ploughing through information quickly avoids what Professor Bjork calls ‘desirable difficulties‘, and doesn’t seem like it will even result in shallow knowledge. But how much? 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. many many facts will be learned along the way. require extreme difficulty to reach levels 3 or 4 of the taxonomy. But, I do find it much harder to differentiate effectively with whole class teaching. I will never convince you and that’s fine. Research/Evidence based on the processes of understanding used by the students when answering prompts! Answering the prompts knowledge ( the multistructural level of understanding used by the students when answering the prompts regarded! Attack on ‘ mere facts ’ whole, transfering the concept to another,. John Sayers geography Blog: SOLO taxonomy - Technology '', followed by 1107 people Pinterest. I keep getting distracted from the housework learning facts cover the content Sayers geography:... About binomial nomenclature or the general newd to classify organisms of Observed outcomes. Thoroughly convinced that we all need to learn things and looks like wishful thinking your. A mock ISA, a mark scheme and a SOLO prompt sheet argument about binomial or! On anything other than direct instruction them to be able to do than! Differentiation or formative assessment or differentiation is Bloom 's theory about knowledge ) 3 significance... Groups and had a stash of numbered bits of paper for grouping French or.! A stash of numbered bits of paper for grouping I just disagree with you the! ’ re doing we might have a standards solo taxonomy disadvantages system that allows us to make up our.... The College 's ILT/e-learning Strategy we don ’ t know enough about subject! 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