Dam it, I keep getting distracted from the housework. We do. broader links to accessibility, perspectives, significance to the whole, transfering the concept to another setting, predicting) = Extended abstract. 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 endstream endobj 20 0 obj <>stream My thoughts: Learn how your comment data is processed. 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. 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. Overall, we believe the SOLO Taxonomy is a beneficial model, which if used efficiently can enhance students' learning experiences. It identifies five levels of learning, which increase in skill at each stage. It is a model that describes levels of increasing complexity in a learner's understanding of subjects (Biggs, Collis, 1982). SOLO Taxonomy is a systematic way of describing how a learner’s understanding develops from simple to complex when learning different subjects or tasks. 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 … However. Biggs, J.B., and Collis, K.F. }��]�� ��0�f���I�s�v�y�漘�q I tried several ways to get them to comment on the geography but this was still pretty poor. That means a percentage of the time we spend with students needs to be devoted to them learning facts. 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. Two example from me below: I have found that pupils are, on the whole, pretty bad at self and peer assessment. At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start. Here are the taxonomy arguments I hear most frequently. 2. Let me assure you that I don’t in any way believe that DI is incompatible with differentiation or formative assessment. 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. If I teach answers students will know facts. Solo (structure of observed learning outcomes) taxonomy is a model for categorising learning outcomes based on increasing levels of complexity. What do we want our students to be able to do? But, I do find it much harder to differentiate effectively with whole class teaching. You have problems with my list of disadvantages? Click on the symbol again to hide the information. But don’t just take my word for it. SOLO Taxonomy. I’m not on commission and have no axe to grind about any particular pedagogical technique. Amassing knowledge (the multistructural level of understanding) is crucial to any attempt to deepen students’ understanding of a topic. 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. All true, but what are the disadvantages? ��J� �� Too often I hear that it’s inefficient to spend lesson time on anything other than direct instruction. 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. Is it better to be told or to discover a fact? 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 … 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. h�b```".ɢ� �� �@���q��anG������82:X: b@���$����"�A�0-a/j (� �f�d`jZ 31 0 obj <>stream I’d be interested in hearing some workable solutions to this issues. 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. H����r۶ǟ����-���ˤ�9��E3�{���$�$��T��� )t����4�.v�������b��B�?��U�)���{�/F�j��a .K��� My problem with Bloom’s Taxonomy is not the same as Doug … If time is precious, reduce you curriculum. how to set up the lesson– @7tbj had prepared a mock ISA, a mark scheme and a SOLO prompt sheet. 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. 16 0 obj <> endobj I am responsible for all the libraries and learning resource centres along with the college's ILT/e-learning Strategy. the SOLO Taxonomy that operates with five numbered progressive levels of competencies. 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. The SOLO (Structure of the Observed Learning Outcome) taxonomy illustrated in figure 1 (originally Biggs & Collis, 1982) can be used to categorise student responses to open-ended questions. I ask how they scaffold their students to explain, analyse, discus, evaluate etc. Teaching for Quality Learning at University. 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 will never convince you and that’s fine. I have a real problem with your supposed disadvantages of direct instruction. Learning - the SOLO Taxonomy. If what you do works, then stick with it. Lack of knowledge is a huge barrier to students’ ability to read. He also had post it notes to use as … �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���. Bloom’s Taxonomy Does Not Accurately Represent the Way That Learning Happens. When you say that you don’t use SOLO all the time, I bet you really do. But how should they build up this knowledge? The remaining two disadvantages appear to rely on questionable assumptions about learning that you have not even begun to justify. endstream endobj startxref If, the logic goes, you only have 1 or 2 hours per week you need to spend it delivering content. 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. Alternative to Bloom’s Taxonomy. 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. It’s worth remembering that SOLO stands for the Structure of Observed Learning Outcomes or, to simplify, what students’ learning looks like. %%EOF The rubric used to assess your ePortfolio is based on the SOLO taxonomy. Geography is one of those subject that doesn’t have as much time in the curriculum as say, maths of English. You know I have. � I have started to integrate SOLO ideas into some elements of my teaching. Here‘s Professor Hattie’s research on the matter. It aids both trainers and learners in understanding the learning process. One model that might prove more useful is the Structure of Observed Learning Outcome (SOLO) taxonomy. 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. Using the SOLO taxonomy to analyze competence progression of university science curricula. I’ve acknowledged that here and elsewhere. I haven't heard much argument about binomial nomenclature or the general newd to classify organisms. – Students may not have a sense of the purpose or ‘big picture’ of what they’re learning as they focus on simple steps 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). 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. Particularly with retention. and others) I just disagree with you on the best way to achieve this. h�bbd``b`�v@�q5�`��@��7��]����0���7�q�/� r� 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. click to view a bigger version. 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. As learning progresses it becomes more complex. But consider this: what are the learning outcomes we’re hoping to see? SOLO Taxonomy - Biggs and Collis 1982 The Structure of Observed Learning Outcomes. Should we be teaching knowledge or skills? Aligning commonly used thinking strategies with different intended learning outcomes (ILO) in SOLO Taxonomy We need to have information in our working and long term memories to make sense of any new information we acquire. See more ideas about Solo taxonomy, Taxonomy, Solo. SOLO is research/evidence based on structure of student learning outcomes (versus Bloom's developed from proposal by a committee of educators) 2. the next question is how they make that visible to the students. – The teacher controls what will be learned and who will learn 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. It’s true that it’s much easier to teach from the front with worksheets and Power Points, leading students through carefully prepared lessons. Easy to do in NZ as we have a standards based system that allows us to make up our curriculum. – 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 New York: Academic Press. This is not an attack on ‘mere facts’. – Too often it’s a one size fits all model of teaching and learning which assumes everyone learns at the same pace. 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. SOLO has many advantages over Bloom's Taxonomy. If we don’t, we simply won’t know enough to recognise what else we might need to know. 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 You seem (and I may be wrong) to be guilty of contempt prior to investigation as far as SOLO goes. The remaining two disadvantages appear to rely on questionable assumptions about learning that you have not even begun to justify. Some topics (such as brain surgery!) By all means don’t use it, but please don’t use lack of time as your excuse. When independent learning meets high stakes success. SOLO taxonomy is primarily based on the processes of understanding used by the students when answering the prompts. But how much? 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. 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. Clearly there’s some truth in this: English does get more time than, say, French or RE. A simple way of thinking about it is: If we are bringing in ideas=multistructural Anything else is a waste of time. • Brabrand, C., & Dahl, B. many many facts will be learned along the way. Should we lump or split? And as such maybe it will give you more time to deliver content rather than less. Take what works, leave what doesn’t. The point about retention flies in the face of the evidence, and looks like wishful thinking on your part. If they don’t know enough about a subject they won’t make any progress. Likewise formative assessment – it’s just easier(for me anyway) to do it differently. It provides feedback and feedforward with regards to learning outcomes. This field is for validation purposes and should be left unchanged. 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. 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. 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. SOLO Taxonomy. 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. click to view a bigger version. 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. There are real and obvious advantages to direct instruction. 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. As you pointed out, it is for the students; The Structure of Observed Learning Outcomes. The hexagons were split between question stems and answers to those questions. John Sayers Geography Blog: Solo Taxonomy as a revision tool Using QR codes and a Google Form. USES OF SOLO TAXONOMY It supports students to reflect on their own thinking. Enter your email to subscribe to The Learning Spy. He had arranged his classroom into groups and had a stash of numbered bits of paper for grouping. Any progress convince you and that ’ s research on the SOLO taxonomy, SOLO their learning.. Solo ideas into some elements of my teaching and because of this I get students to differently! Of paper for grouping nomenclature or the general newd to classify organisms reflect meaningfully on what the next steps their! Is regarded as one of the time, I bet you really do but this still... The multistructural level of understanding ) is crucial to any attempt to deepen students understanding... Respectfully, I ’ m thoroughly convinced that we don ’ t just my. 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