Unit 4. Solo taxonomy/ Solo taxonomy ..pptx

. Solo taxonomy.

1. Solo taxonomy Instructor: Tanzela Bashir

2. Content Structure of solo taxonomy Definition Why solo, why no bloom, criticism Blooms vs solo Main five stages Uses of solo taxonomy Advantages of solo taxonomy

3. Using SOLO taxonomy involves learners in their own differentiation and makes the process behind learning explicit . It highlights the difference between surface and deep understanding, helping students understand where they are on that spectrum, and what they need to do to progress . What is the difference between Bloom Taxonomy and SOLO taxonomy? Whereas Bloom separates 'knowledge' from the intellectual abilities or process that operate on this 'knowledge' , the SOLO taxonomy is primarily based on the processes of understanding used by the students when answering the prompts .

4. Structure of solo taxonomy SOLO Taxonomy describes levels of increasing complexity in a child's understanding of a subject, through five stages. Each level embraces previous levels, but adds something more. SOLO Taxonomy helps pupils to understand the process of learning and focus on their strengths and areas for development. At Holmer Lake the pupils from Reception to Year 6 use the titles, symbols, hand signals and verbs of SOLO to talk about their learning.

5. They complete a SOLO assessment at the start and end of each unit of work; this allows the child to reflect on the progress they have made during a unit of work. SOLO Taxonomy in mathematics is evident on their learning objective and success criteria on a daily basis .

6. Definitions Of Solo Taxonomy The structure of observed learning outcomes(SOLO) taxonomy is a model that describes levels of increasing complexity in students understanding of subject. It encourages students to think about where they are currently with there learning, and what they need to do in order to progress. Solo taxonomy provides a simple and robust way of describe how learning out comes grow in complexity from surface to deep understanding .

7. Learning Taxonomy Learning taxonomy describe and categorize the stages in learning. Why solo , why no blooms, criticism : 1: Learning is not sequential means lower to higher. 2:Incomplete No role of motivation or classroom management. 3 : Individualistic individual learning (social learning theory????) 4 : Precise other factor So, we need an other taxonomy??? Its solo

8. Blooms Vs Solo Taxonomy

9. Main Five Stages Of Solo Taxonomy Pre-structural Uni -structural Multi-structural Relational Extended abstract

10. Pre-structural Of Solo Taxonomy This is the first stage – where students don’t really have any knowledge or understanding of the topic being studied. A student who is pre-structural will usually respond with ‘I don’t understand’

11. Uni -structural Of Solo Taxonomy Moving on from pre-structural, students who are uni -structural have a limited knowledge of the topic – they may just know one isolated fact about the topic. So , a typical response might be: ‘I have some understanding of this topic’

12. Multi-structural Of Solo Taxonomy Progressing from uni -structural to multi-structural simply means that the student knows a few facts about this topic – but is unable to link them together. So a typical response might be ‘I know a few things about this topic’ or ‘I have gathered some information about this topic’.

13. Relational Solo Taxonomy With relational, we are starting to move towards higher level thinking – students are able to link together and explain several ideas around a related topic. So a typical student ‘relational response might be: “ I can see the connections between the information I have gathered’

14. Extended Abstract Of Solo Taxonomy The final and most complex level is extended abstract. With this, not only are students able to link lots of related ideas together, but they can also link these to other bigger ideas and concepts. So a student response at this level might sound like: ‘By reflecting and evaluating on my learning, I am able to look at the bigger picture and link lots of different ideas together’.

15. We have developed SOLO to: Provide opportunities to enable pupils to progress through the stages - learning key skills, concepts and knowledge ( Unistructural and Multistructural ), A pplying them in contexts with support (Relational), A pplying skills and knowledge independently and making decisions in a range of contexts (Extended Abstract). Provide a structured framework for pupils to use to progress their thinking and learning.

16. Encourage pupils to think about where they are currently with their learning, and what they need to do in order to progress. Make assessments at the start of a lesson or unit of work to inform which differentiated learning activity the child completes and use flexible groupings. Make assessments at the start and end of a lesson or unit of work to show the progress that has been made. Peer and self-assessment enables pupils to assess themselves and each other as learners and to know what to do next.

17. Uses Of Solo Taxonomy The use of SOLO taxonomy supports the expectations of the national curriculum and ensures opportunities for pupils to ‘Master’ each stage of learning before moving on. It supports students to reflect on their own thinking. It makes it easy to identify and use effective’s success criteria. It provides feedback and feedforward with regards to learning outcomes. It helps students to reflect meaningfully on what the next steps in their learning are. The diagrams provide a simple and easy to remember staged approach for students, in terms of these next steps.

18. Advantages Of Solo Taxonomy SOLO is research/evidence based on structure of student learning outcomes SOLO is a theory about teaching and learning SOLO is based on levels of ascending cognitive complexity SOLO has high inter-rater reliability - educators and students tend to agree when moderating student work against SOLO levels SOLO levels can be communicated through text, hand signs and symbols - across large and noisy environments.

19. SOLO allows task and outcome to be at different levels. SOLO can be used to look at levels of declarative knowledge and functioning knowledge including metacognitive reflection. Kinds of knowledge. SOLO is brutally and blissfully simple and can be used by students as young as five to look at their own learning outcome and the learning outcomes of their peers.

20. Conclusion SOLO Taxonomy provides a simple way of describing how learning outcomes grow from surface to deep understanding It describes five levels of understanding for pupils who are experiencing new learning. There are clear steps for the learning outcomes that staff and pupils share.

21. References: ATHERTON, J. S. (2005) Learning and Teaching: SOLO taxonomy. [On-line] UK: Available: [1] Accessed: 7 June 2007 Biggs , J. B. and Collis, K. (1982) Evaluating the Quality of Learning: the SOLO taxonomy. New York, Academic Press TEDI. Biggs ’structure of the observed learning outcome (SOLO) taxonomy. [2] Biggs , J. B. (1999). Teaching for quality learning at university. Open University Press Hook , P. (2012). Teaching and Learning: tales from the ampersand. In L. Rowan and C. Bigum ( Eds ),Future Proofing Education: Transformative approaches to new technologies and student diversity in futures oriented classrooms. Springer. p. 123 and 124