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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You are commenting using your Twitter account. At the extended abstract level, the new understanding at the relational level is re-thought at another conceptual level, looked at in a new way, and used as the basis for prediction, generalisation, reflection, or creation of new understanding Hook and Mills Applying the model in your classroom. Notify me of new posts via email. Website design by Tolgen using WordPress and Thesis.
In this approach SOLO becomes a powerful mental model for students — and is capable of changing the way they think about their own learning outcomes. Students of all ages can use SOLO levels, rubrics and frameworks to answer the following questions:.
At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start. Interventions Thinking interventions and e-learning interventions that enhance the conditions of value when learning SOLO differentiated interventions. They are making use of SOLO as part of their assessment without levels plan. The jump to the multistructural level is quantitative. Ergogenic Aids Solo taxonomy Student task sheet.
Overall the first forays into using SOLO seem to have been very worthwhile. 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 Foreword by John Hattie.
Congratulations on your work! Fill in your details below or click an icon to log in: There is also a good joun of SOLO on the learningandteaching. 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.
Here are a few, in alphabetical order of authors:. What impact will the use of effective visual images on forming the sequencing of questioning have on the boggs of verbal responses from Y9 students?
So far so good! I find the image above very useful when clarifying expectations of student learning at each level and when trying to adapt tasks to challenge students taxonlmy the appropriate level.
I made use of this type of student sheet: There is a small but enthusiastic group of teachers using the SOLO taxonomy to structure their teaching in schools, and blogging about it. Purple Pedagogy Talking about teaching…. Email required Address never made public.
Example below from Nikki Barnes. Post was not sent – check your email addresses!
Using SOLO taxonomy to teach to the top and scaffold the bottom
She found broadly similar ideas to myself in that it helped students to make good progress. Students were able to quickly develop their thinking to become more complex and the clear structure seemed to make more challenging tasks more accessible. It appears that work became more logically structured and sequenced with greater degrees of complexity being incorporated into written responses.
Structure of observed learning outcome – Wikipedia
Buckingham Open University Press. Samples of work shared made it clear that the introduction of SOLO as a concept into learning made it easier for students to make progress.
You are commenting using your WordPress. My initial findings were that it really worked!