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7/29/2019 Introtosolo 120130154938 Phpapp02 Copy

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SOLOTaxonomy


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What is it?

SOLO (Structure of Observed

Learning Outcomes) is a model of

learning that helps develop acommon understanding &

language of learning that helpsteachers (and students)

understand the learning process.


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What is it?

In pairs arrange the five statements

about assessment for learning in order of

understanding use the SOLO levels sheet to help you.

You have 3 minutes


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5 typical ways to answer a question

Prestructural

Im not sure

about this

subject

UnistructuralI have one idea

about this

subjectMultistuctrural

I have several

ideas about this

subject

Relational

I can link my ideas

together to see

the big picture

Extended abstract

I can look at these

ideas in a new and

different way.


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Making it visible


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Making

it visible


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SOLO Taxonomy provides a

simple and robust way ofdescribing how learning

outcomes grow in complexityfrom surface to deepunderstanding

Biggs & Collis 1982


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With SOLO we can

thoughtfully design learning intentions and

learning experiences

identify and use effective success criteria

provide feedback and feed forward on

learning outcomes

reflect meaningfully on what to do next


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Why?

How should we show that

progress has been made in a

lesson (or 20 minutes of alesson)?

Numbers? Letters?


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The language of learning

SOLO level Verbs

Unistructural define, identify, name. draw, find, label, match,

follow a simple procedure

Multistuctural describe, list, outline, complete, continue,

combine

Relational sequence, classify, compare & contrast, explain

(cause & effect), analyse, form an analogy,

organise, distinguish, question, relate, apply

Extended

abstract

generalise, predict, evaluate, reflect,

hypothesise, theorise, create, prove, justify,

argue, compose, prioritise, design, construct,

perform


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Isnt this a bit like Blooms

Taxonomy?

SOLO is based upon a theory about teachingand learning rather than a theory aboutknowledge, (Hattie and Brown, 2004)

Blooms is good for teachers: planning,

questioning & checking learning

But not great for students:

Ive done applying sir, can I move on toanalysis now?

Progress is not implicit with Blooms


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SOLO is better because:

Its a diagnostic tool provides useful

feedback and makes next steps clear

Its a useful assessment tool clear links with

rubrics

It can help plan objectives & success criteria

which focus on progress

It describes the learning outcome


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Connecting your learning

Progress

Relational

Understanding

feedback

Deep &

surface

learning

Extended

abstract

Multi

structural

Knowledgesuccess

criteria

Language of

learning

assessment

Outcomes


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Tips for getting started

Getting to extended abstract requires you topose abstract questions:

Does Shakespeare influence all modern writers?

But, in order to answer these questionsstudents need a big multistructural base ofknowledge

Students need to see thatprogress dependson finding the relationships between thisknowledge


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Does Shakespeare influence all modern writers?

How does Shakespeare compare to a

modern playwright?

Thinking Squares

What did he do and why?

Who is

Shakespeare?


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REVIEW

Design an activity which could introduce SOLO

to your students

How could you use SOLO?

What do you know

about SOLO?


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Next steps

http://taitcoles.wordpress.com

/

http://lisajaneashes.edublogs.o

rg/

http://learningspy.co.uk/

Special thanks to Tait Coles @Totallywired77

whose ideas have been used liberally in this

presentation
http://taitcoles.wordpress.com/http://taitcoles.wordpress.com/http://lisajaneashes.edublogs.org/http://lisajaneashes.edublogs.org/http://learningspy.co.uk/?s=solo&x=0&y=0http://learningspy.co.uk/?s=solo&x=0&y=0http://lisajaneashes.edublogs.org/http://lisajaneashes.edublogs.org/http://taitcoles.wordpress.com/http://taitcoles.wordpress.com/

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