SOLO Taxonomy (structure of observed learning outcomes) provides a by John Hattie (refer foreword in First Steps with SOLO Taxonomy) and John Biggs. Page 1. SOLO Taxonomy, Biggs’ Webpage academic/solo-taxonomy/. Page 2. Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome) (Educational Psychology Series) [John B. Biggs, Allen J.
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After this revelation Nikki addressed the issue by adjusting the way in which tasks were presented to the students; she changed the entrance point to the tasks, making it very clear to students that they had to start at the top of a sheet and only move to the layer of thinking below once they had struggled to meet the demands of the tasks and given it their best efforts.
Structure of observed learning outcome – Wikipedia
Website design by Tolgen using WordPress and Thesis. The next two levels, unistructural and multistructural are associated with bringing in information surface understanding.
Ergogenic Aids Solo taxonomy Student task sheet This initial success prompted me to continue to make use of the idea in my own teaching and also to share it with colleagues to see where it went. Purple Pedagogy Talking about teaching…. This initial success prompted me to continue to make use of the idea in jhn own teaching and also to share it with colleagues to see where it went.
How is it going? At the relational level, the aspects are linked and integrated, and contribute to a deeper and more coherent understanding of the whole. Example below from Nikki Barnes My initial findings were that it really worked! I trust your judgement in using and interpreting SOLO.
Using SOLO taxonomy to teach to the top and scaffold the bottom | Purple Pedagogy
By continuing to use this website, you agree to their use. Leave a Reply Cancel reply Enter your comment here To ensure that students were not taking the easier option and falsely opting out without trying Nikki asked students to annotate the barriers stopping johj from completing the tasks set at the most challenging level.
Evaluating the quality of learning: SOLO is used to: Plan for differentiation; Give and receive feedback; Develop self-assessment resources; Design innovative curriculum; Reflect on learning processes and products; Undertake research and student led inquiry; Integrate e-learning and thinking strategies; Establish a school wide common language for learning.
You are commenting using your WordPress. Hexagons, board pens and videotapes …well mobile phones Purple Pedagogy – November 12, The progression to relational and extended abstract outcomes is qualitative.
My initial findings were that it really worked!
Structure of observed learning outcome
Students were able to quickly develop their thinking to become more complex and the clear structure seemed to make more challenging tasks more accessible. At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start.
This really interesting post is well worth a read! 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 Purple Pedagogy – August 20, She found broadly similar ideas to myself in that it helped students to make good progress.
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In this approach SOLO becomes a powerful mental model for students jhon and is capable of changing the way they think about their own learning outcomes. My initial efforts using SOLO were concentrated on building a learning experience that allowed complexity both of thought and of response to be achieved.
There is also a good explanation of SOLO on the learningandteaching. So by all means you have my permission to proceed as you see fit with that.
Applying the model in your classroom. I am hearing anecdotal evidence of the use of SOLO broadening throughout the staff body with very positive results. Sorry, your blog cannot share posts by email. At the multistuctural level, several aspects of the task are known but their relationships to each other and the whole are missed.
Using SOLO taxonomy to teach to the top and scaffold the bottom
Overall the first forays into using SOLO seem to have been very worthwhile. 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. Students of all ages can use SOLO levels, rubrics and frameworks to answer the following questions:.
Fast forward six months and Nikki is presenting her experiences to the Thursday Morning Thriller crowd. Post was not sent – check your email addresses!