Helen started off with SOLO following a discussion after an observed lesson. As a young man, he was already an avid reader and curious researcher. Students are passive in (a) Project method (b) Discovery method (c)Lecture method (d) Inquiry method Answer is = c. 13. The structure of observed learning outcome taxonomy (SOLO taxonomy) provides a framework for analyzing a student’s depth of knowledge. Tom Sherrington (@headguruteacher) talks about the dangers of over planning and the need for agility. It was developed by Biggs and Collis (1982), and is well described in Biggs and Tang (2007) I initially heard about this via Sean Allison, Deputy at Durrington High (@shaun_allison) who was kind enough to share some initial resources with me. Over the past couple of months I've become increasingly interested in the concept of solo taxonomy and wish to express my thanks to Pam Hook @arti_choke for the explanation of how the taxonomy is best utilised in teaching and learning and for the excellent resources available on her fine website. The Structure of Observed Learning Outcomes (SOLO) Taxonomy developed by Biggs and Collis (1982) is a model of learning outcomes that helps schools develop a common understanding and language of learning and in so doing helps teachers and students to understand the learning process and learning outcomes. It was proposed by academics Biggs and Collis (1982) after classifying student’s thinking across a range of ages and a range of subjects. I didn’t till I found them when doing some research on the internet). Change ), You are commenting using your Google account. Each station is differentiated into levels on the taxonomy and pupils manage their progression by moving around the room once they've met each stations success criteria. This taxonomy is regarded as one of the crucial models that contribute to the curriculum development in the 21st century. What do you think? Staff have found using SOLO one of the most useful strategies we have introduced, Pingback: Redesigning Classrooms: Spreading and Embedding the SOLO Taxonomy | headstmary's Blog - April 23, 2013, Pingback: Redesigning Classrooms: Using SOLO to Increase ... - May 17, 2013, Pingback: Upside Down CPD: R&D Communities | headstmary's Blog - May 24, 2013, Pingback: Vision 2040: Learners at the Centre II | headstmary's Blog - May 31, 2013, Pingback: Consistently Good to Outstanding | headstmary's Blog - June 15, 2013, Pingback: Next Step to Outstanding | Leading Learner - June 28, 2013, Pingback: Consistently Good to Outstanding | Leading Learner - July 2, 2013, Pingback: Redesigning Classrooms: Using SOLO to Increase Challenge | Leading Learner - July 3, 2013, Pingback: To Outstanding with #OutstandingIn10+10 | Leading Learner - July 8, 2013, Pingback: Redesigning Classrooms: Spreading and Embedding the SOLO Taxonomy | Leading Learner - July 22, 2013, Pingback: Redesigning Teaching & Learning: Finding Your Magnetic North | Leading Learner - July 23, 2013, Pingback: Redesigning Schools: Masterchef III – Great Food | Leading Learner - July 23, 2013, Pingback: Redesigning Classrooms: Project Based Learning Not PBL Lite | Leading Learner - July 23, 2013, Pingback: Vision 2040: Learners at the Centre II | Leading Learner - July 25, 2013, Pingback: Upside Down CPD: R&D Communities | Leading Learner - July 26, 2013, Pingback: When #SOLO Met Bloom Taxonomy | Leading Learner - November 24, 2013, Pingback: #SOLO Heaven | @LeadingLearner - February 22, 2014, Pingback: #SOLO 7th Heaven | @LeadingLearner - March 22, 2014, Pingback: “New adventures” in SOLO, flipped learning and better learning intentions. papers Background to the new exam I first read about the SOLO Taxonomy in John Hattie’s book Visible Learning but skimmed over it having been brought up with Bloom’s Taxonomy – or so I thought (did you know the taxonomy has four different cognitive dimensions including the procedural and metacognitive? It aids both trainers and learners in understanding the learning process. At this stage Helen modelled the process of a SOLO lesson and asked us all to self assess.We used a handout which showed the stages of the SOLO taxonomy accompanied by simply-expressed Learning Outcomes. Posts about Solo Taxonomy written by Sam McNeill. I love teaching and working with other teachers to provide the very best for our students. Structure of observed learning outcome (SOLO) taxonomy, which was presented by Biggs and Colis (1982) as an alternative to Bloom’s cognitive domain classification, is used for this examination. Sorry, your blog cannot share posts by email. Produced by Pam Hook (@arti_choke) http://pamhook.com/wiki/The_Learning_Process. It takes some time when you start, but like many things it becomes easier as it becomes habitual. SOLO stands for the Structure of the Observed Learning Outcome and at its most basic plane organises learners’ performance into four distinct levels of increasing structural complexity. Solo Taxonomy is the Structured of Observed Learning Outcomes. SOLO taxonomy was presented by (a) Bloom (b) Krath whol (c)Simpson (d) Biggs & collis. Visit her site here. These are reviewed frequently in the lesson and students are encouraged to move on if they are ready to rather than spending time completing a task they can do easily. Helen also shared with us the use of SOLO Hexagons which challenge students to make links between aspects of a subject or keywords. The rubric used to assess your ePortfolio is based on the SOLO taxonomy. Learn how your comment data is processed. Change ), You are commenting using your Facebook account. "The SOLO taxonomy is a model that describes levels of increasing complexity in students’ thinking and understanding. The structure basically has five levels and moves from no knowledge (pre-structural), through surface learning (uni-structural and multi-structural) to deep learning (relational and extended abstract). SOLO Taxonomy, Biggs’ Webpage academic/solo-taxonomy/. I found that it moved the students’ focus onto humanities i.e. Background to the new exam system. In essence the subject and conceptual plans are already constructed in his head – he taps into the one he needs. In 2005 Grade 5 and Grade 8 Exams were conducted by DPI (EE) Result more than 95% Discussion with UNICEF Question Papers Quality below 33% All districts failed in development of Quality Exams. The SOLO Taxonomy The Structure of Observed Learning Outcomes (SOLO) was designed as an instrument for the evaluation of the quality of student responses to a problem-solving task (Biggs and Collis, (1982). Posts about Solo Taxonomy written by Sam McNeill. Biggs, J. Here are a few more tweets staff came up with to help you along: Chemistry to me was all about “the relationship between particles and the factors affecting them”. SOLO taxonomy was presented by (a) Bloom (b) Krath whol (c)Simpson (d) Biggs & collis Answer is = d. 12. The first slide in her presentation quickly got us thinking about a key element of SOLO: Moving from surface to deep learning. You can see more about SOLO on his blog. Create a free website or blog at WordPress.com. It is now beginning to become part of the daily practice of staff. The SOLO taxonomy was used for analysing mathematical problem-solving abilities. The feeling in the group was clear that we had really gained a fantastic amount from Helen’s presentation – and for me I was keen to go off and try some of these approaches for myself. It was proposed by academics Biggs and Collis (1982) after classifying student’s thinking across a range of ages and a range of subjects. Page 1. A brief presentation of "Structure of Observed Learning Outcomes" (SOLO) applied to Medicine. 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 have been really looking forward to this workshop as the SOLO Taxonomy is something that fits in very well with the writing and plans from @LeadingLearner which influenced our 3 Core Elements of GREAT Teaching and our training on Professional Learning Day 2 in November. PRESENTED BY Dr. Muhammad Shakir. One of the challenges at the beginning of the INSET mentioned earlier was for staff to tweet their subject – what is it fundamentally about? SOLO Stations. This is after only using SOLO taxonomy and online Forum Discussions for one term. Helen also uses the SOLO stations to allow for student choice of tasks to complete at each level. SOLO Taxonomy (structure of observed learning outcomes) provides a by John Hattie (refer foreword in First Steps with SOLO Taxonomy) and John Biggs. The You Tube video that explains the SOLO Taxonomy using lego is a useful five minute watch and the basis of the slide below: Armed with a basic understanding of SOLO you can begin to look at students’ responses in your classroom differently – do they have the basic knowledge and facts required (surface learning) upon which to look at them in relation to each other and recognise the interconnectedness of the facts/issues before beginning to recognise key concepts within the area of study (deep learning). I reti re d from the University of Hong Kong some years ago and am now living in Hobart, where I was born, with my wife Catherine, who was born in Hong Kong. Helen talked about planning for using SOLO – the key is to get your Extended Abstract outcome really clear and then work backwards through the stages. In each subject there are a number of key concepts that interlink and provide a conceptual framework of understanding at the core of the subject. As with lots of this workshop, this was something I could put into my own teaching straight away – and gives a useful technique for considering the “How will I know what they’ve learnt” strand of our GREAT teaching approach. SOLO was first described by Kevin Collis and myself in Evaluating the Quality of Learning: The SOLO Taxonomy (New York: Academic Press, 1982, now out of print, but … one, which was presented in 2001. Redesigning Classrooms: Using SOLO to Increase Challenge, http://pamhook.com/wiki/The_Learning_Process, You Tube video that explains the SOLO Taxonomy using lego, Teacher Toolkit Five Minute Lesson Planner, Using the SOLO Taxonomy in Project Based Learning, Redesigning Classrooms: Spreading and Embedding the SOLO Taxonomy, Redesigning Classrooms: Spreading and Embedding the SOLO Taxonomy | headstmary's Blog. the SOLO Taxonomy that operates with five numbered progressive levels of competencies. The critically important point to understand here is that if you want SOLO Taxonomy to be used and understood in the classroom you will need it to be used and understood in the staffroom first. Solo Taxonomy is the Structured of Observed Learning Outcomes. Background to the new exam system. Solo Taxonomy: Developing Student Thinking Introduction to the SOLO Taxonomy "The SOLO taxonomy is a model that describes levels of increasing complexity in students’ thinking and understanding. Enter your email address to follow this blog and receive notifications of new posts by email. It will be a long journey to get it fully embedded but as they say, each journey must begin with the first step. To enable students to re-watch critical sections, this is being watched through the video library service ClickView and embedded into the College Moodle site for ease of access to students.. When looking into it I became hooked and have been using it regularly in CPD sessions to influence teachers’ thinking and planning ever since. 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 any subject. SOLO TAXONOMY. Using SOLO in the classroom can help students to move from surface to deep learning but its value in planning is really seen when teachers use it in reverse. in a nutshell – SOLO Stations is a fantastic way of incorporating SOLO into the existing Carousel technique we use all the time! Am thinking of either preparing a CPD on this for the school or bringing a specialist in. She started with information about SOLO or what we all can now identify as the “Structured Observation of Learning Outcomes” which was first written about in 1982 ( I guess knowing these three things already put us at ‘Multistructural’). Today’s Teaching & Learning Workshop was introduced by Helen Wolfenden, one of our MFL teachers. A brief presentation of "Structure of Observed Learning Outcomes" (SOLO) applied to Medicine. Helen has been working with the SOLO taxonomy for some time and often throws open the doors of her classroom to welcome visitors who want to learn more about this approach. The magic in teaching is how you help learners develop pictures in their heads so they too can understand the subject too. The levels of SOLO move initially though increasing quantities of knowledge (from unistructural to multistructural). Facts organised and related to each other? The start of the five minute lesson planner has objectives – these objectives or lesson intentions can be written in SOLO language and you can ensure that your lesson or series of lessons are becoming increasingly cognitively challenging. 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. Change ). Solo (structure of observed learning outcomes) taxonomy is a model for categorising learning outcomes based on increasing levels of complexity. There are two main features in the SOLO Taxonomy: modes of … How does this knowledge link together? This taxonomy not only makes it possible to identify the pupils’ levels at any given time, but it also makes it possible to classify teacher input. The quick and clear review meant Helen could be confident about the next steps to guide us on. Classroom Excellence Demands Destination Clarity. Page 2. Love the approach of introducing SOLO to the staff. I am looking forward to trying this with my groups over the coming weeks. Analysis of the ability in mathematical problem-solving based on SOLO taxonomy and cognitive style Armed with an understanding of the SOLO Taxonomy and the conceptual framework and related knowledge of your subject teachers can begin to use excellent planning tools like the Teacher Toolkit Five Minute Lesson Planner to produce lessons with high challenge full of deep learning. Can you tweet your whole subject in five or so key concepts that are the constructs of really deep learning. Helen gave us great examples of some of our most able students finding these activities really demanding as they don’t have right answers but are more focused on students being able to justify their decisions. Very interesting, I’m currently redesigning a curriculum and really like the use of SOLO, this will make a meeting on Thursday very productive. We investigate how the formulation of ILOs using the SOLO Taxonomy gives information about ... (1970) presented an overview of eight of these of which Bloom’s is probably the most well known. The SOLO taxonomy is an altertive model to Bloom's Taxonomy. It helps me to see the quality of the work. How would you help a student to move from one stage to the next? 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. She has developed this approach over time and with the help of resources and reading found online. Change ), You are commenting using your Google account. SOLO stands for “structure of observed learning outcome” which is a bit of a mouthful, but, basically, SOLO is a taxonomy of knowledge structure, with levels of increasing complexity. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. There are two main features in the SOLO Taxonomy: modes of … I bet he has a real deep understanding of his subject, both its concepts and common misconceptions, that from a very basic lesson plan he can work with his students and respond to their needs. This is true of the many expert teachers in our schools. The most telling result here is that the majority of the students overwhelming rated SOLO Taxonomy as very useful in assisting them in the forum discussion debate. If you want students to be clear about their learning you need the teacher to be clear first. Good luck. | mrbenney - March 22, 2014, Pingback: #Imagine … All the Children | @LeadingLearner - June 25, 2014, Pingback: Powerful Feedback the #SOLO Way | @LeadingLearner - April 8, 2015, Pingback: Get a Clue: The SOLO Taxonomy • TechNotes Blog - November 18, 2020. Change ), You are commenting using your Twitter account. What are the underlying concepts that will help students understand your subject? Redesigning Classrooms: Using SOLO to Increase ... Upside Down CPD: R&D Communities | headstmary's Blog, Vision 2040: Learners at the Centre II | headstmary's Blog, Consistently Good to Outstanding | headstmary's Blog, Next Step to Outstanding | Leading Learner, Consistently Good to Outstanding | Leading Learner, Redesigning Classrooms: Using SOLO to Increase Challenge | Leading Learner, To Outstanding with #OutstandingIn10+10 | Leading Learner, Redesigning Classrooms: Spreading and Embedding the SOLO Taxonomy | Leading Learner, Redesigning Teaching & Learning: Finding Your Magnetic North | Leading Learner, Redesigning Schools: Masterchef III – Great Food | Leading Learner, Redesigning Classrooms: Project Based Learning Not PBL Lite | Leading Learner, Vision 2040: Learners at the Centre II | Leading Learner, Upside Down CPD: R&D Communities | Leading Learner, When #SOLO Met Bloom Taxonomy | Leading Learner, “New adventures” in SOLO, flipped learning and better learning intentions. 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. As we were coming to the end of the session we revisited our self-assessment one more time. Going back to my clothes analogy, “What are the rails on which you will hang the subject knowledge so it is coherently organised and linked in your mind?”, History is all about … Why the world is the way it is. This was another point where our group discussed the challenge of doing that, of letting a student ‘not do something’. The SECOND task was an Individual Research Assignment Task presented in Lucidpress. the SOLO Taxonomy that operates with five numbered progressive levels of competencies. Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. All teachers have “pictures in their heads” that help them understand their subject in a deep and complex way. | mrbenney, #Imagine … All the Children | @LeadingLearner, Powerful Feedback the #SOLO Way | @LeadingLearner, Get a Clue: The SOLO Taxonomy • TechNotes Blog, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, CLT 2.0 – The Teacher Scaffolding Effects, The Impact of Accountability on Responsibility. The first slide in her presentation quickly got us thinking about a key element of SOLO: Moving from surface to deep learning. SOLO Taxonomy as Part of Planning Lessons. the actual objectives of the lesson, and helped IT to become a vehicle for learning instead of IT, as an activity, potentially dominating learning. There was a wide range of prior knowledge in our group, and Helen used this to model how SOLO helped her to help all of us to deepen our understanding. The key is for teachers to have an explicit conceptual understanding of their own subject onto which they hang their subject knowledge. ( Log Out / ( Log Out / Because the hexagons have to link up the students identify why they see a link either directly where the two hexagons meet, or in three directions at the nodes shown below. View all posts by Tom Hollis. As learning progresses it becomes more complex. Students are passive in (a) Project method (b) Discovery method (c)Lecture method (d) Inquiry method. B., & Tang, C. S.-K. (2007). The SOLO structure of the (observed learning outcome) taxonomy was originally proposed by Biggs and Collis [8] and is based anon idea from . The Structure of Observed Learning Outcomes (SOLO) Taxonomy developed by Biggs and Collis (1982) is a model of learning outcomes that helps schools develop a common understanding and language of learning and in so doing helps teachers and students to understand the learning process and learning outcomes. Hence when I taught dynamic equilibrium to my students I would get the students (reactants) to mill around before linking up a few boys and girls (the new product), only for them to break up (become reactants again) and new partnerships (products formed). The clear path up through the levels meant that deeper learning was always the aim, and always attainable. These are what expert teachers focus on and are a key part of their professional understanding. ( Log Out / If you would like to read some more posts on the SOLO Taxonomy: Fantastic read. SOLO Stations. Change ), You are commenting using your Facebook account. You may want to think about building a conceptual framework, to guide your curriculum and lesson planning, at a future INSET session. To change classroom practice requires teachers to have a deep understanding of pedagogy and their subject and a school where there are focussed multi-faceted CPD and high levels of support. 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Use of SOLO taxonomy government is veering more and more political these days as government is more! On and are a key element of SOLO: Moving from surface to deep.... See the quality of the benefits of using SOLO, and an excellent weblink for resources five or so concepts... Solo Hexagons which challenge students to be clear first of doing that, of letting student... Them understand their subject knowledge five stages of the crucial models that contribute to the staff ICT for a lesson... Method ( c ) Lecture method ( b ) Discovery method ( d ) Biggs &..