SOLO Taxonomy to enhance students' questioning and thinking

Videos and photos of Bich Son Primary School, Hanoi
Taken on 17 Dec 2015

1. SOLO Taxonomy: Enhancing Students’ Questioning and Thinking John Yeo Singapore

2. SOLO Taxonomy: Enhancing Students’ Questioning and Thinking Lessons from Bich Son Primary School (17/12/15) What is SOLO Taxonomy Five levels of SOLO Taxonomy & students’ questioning Thinking together, deeply

3. Questioning allows students take charge of their own learning

4. Posing questions allow students to communicate their thinking Questioning helps students to reason better

5. Teach students to trust in their knowledge and views Tell them their contributions matters

6. Develop habit of posing problems to relate their thoughts to everyday

7. But ….. some students get stuck with asking same type of questions

8. Asking Questions Inquire (to broaden thinking) Probe (to focus thinking) THINKING

9. Bloom’s Taxonomy

10. SOLO Taxonomy SOLO = Structure of the Observed Learning Outcomes D escribes levels of increasing complexity in student's understanding of subjects (Biggs   & Collis, 1982) Can be used to assess students’ intellectual characteristics and the content and quality of the problems they formulate

11. Five Levels of Understanding Lower Levels Higher Levels

12. Lower vs Higher Levels Lower Levels Higher Levels Tends to have only one “correct” answer Invite a range of responses and make progressive demands on student thinking Ask students to recall facts or to demonstrate simple comprehension Encourage students to think beyond the isolated facts to authentic and relevant uses of concepts Typical of surface learning Indicative of a deep approach * Need to balance both lower and higher order

13. Five Levels of Understanding Pre- structural I rrelevant or incorrect information. Student does not have sufficient understanding of knowledge. “Why did Goldilocks’ stepmother tried to kill her?”

14. Five Levels of Understanding Uni - structural S tudent's response only focuses on one correct and relevant aspect “Whose house did Goldilocks go into?”

15. Five Levels of Understanding Uni - structural B asic knowledge or textbook information Tends to be factual and procedural questions Verifying with – Who? What?When ? Where? Why? How?

16. “Where is the Pen?”

17. Five Levels of Understanding Multi-structural   Student's response focuses on several relevant aspects but they are treated independently “What are three aspects about the way the bears live that tell us that the story is not a real life situation?”

18. Five Levels of Understanding Multi-structural   Listing of items Give examples Elaboration Teacher can encourage students to offer more responses

19. Mathematics: Adding up to 6

20. Mathematics: Adding up to 6

21. Mathematics: Adding up to 6

22. Mathematics: Adding up to 6

23. Song “I Can D o A nything”

24. Five Levels of Understanding Relational   The different aspects have become integrated into a coherent whole. Shows adequate understanding of the topic. “ Goldilocks eats the baby bear’s food, breaks his chair, and sleeps in his bed. What does this tell us about the kind of person she is?”

25. Five Levels of Understanding Relational   Needs to see meaningful relationships Teacher needs to help students form an overview to help students see the relationship/ link. Teacher can provide a list of alternatives to guide students’ thinking.

26. Teacher’s role to provide more feedback and challenge students

27. Five Levels of Understanding Extended Abstract   P revious ideas now conceptualised at a higher level of abstraction and generalised to a new topic or area. “Why do nursery tales allow wild animals to act in human fashion?”

28. Five Levels of Understanding Extended Abstract   Tends to be open questions with different responses Teacher can provide a list of possible answers  Teacher can teach how to transfer understanding to new tasks and situations

29. “What do you think this story is about?”

30. “What do you think will happen next?”

31. Wonderment Questions It would be great if …. What might be all the ways … How might we …. What if… .

32. Asking Questions Inquire (to broaden thinking - Relational   & Extended Abstract levels ) Probe (to focus thinking- Uni -structural  & Multi- structural levels ) THINKING

33. Asking Higher Order Questions Higher order questions tend to offer more choices or variety of solutions Thinking takes time especially with more complex questions Need to consolidate answers or solutions individually To challenge students’ prior knowledge, ask “What other questions can you ask?” and get them to write it down in a notebook/ journal

34. Thank You