“Learning to learn” requires the learner to think about the strengths and weaknesses of their own thinking when they are learning and to make thoughtful decisions on what to do next. Berkshire: Society for Research into Higher Education & Open University Press. Clarity of verb level is a powerful advantage when educators are planning and writing learning intentions using OBE and constructive alignment - and when students are doing their own inquiry - see below. Comprehension. The Structure of Observed Learning Outcomes Taxonomy (SOLO) is a notion that describes the stages of learning that students go through to reach a real depth of understanding on a topic. Hattie 2012 p54 SOLO has many advantages over Bloom's Taxonomy. The structure that this hangs off is the SOLO taxonomy: one idea, many ideas, relate ideas, extend ideas (the first two are surface knowledge, the latter two are deep). compare and contrast,a declarative knowledge verb at the relational level and at the same time assess a student's learning outcome or answer against success criteria written a 80. Unlike the experience of some with the Bloom taxonomy it is relatively easy to identify and categorise the SOLO levels. Learning intentions and learning outcomes (SOLO differentiated learning experiences and WALT statements); Springer. This is powerful when giving feedback, feed-forward and feed-up. The SOLO Taxonomy (Structure of Observed Learning Outcomes) was devised by Biggs and Collis in 1982 as an alternative to Bloom’s (Cognitive Domain) Taxonomy. When using the SOLO taxonomy, either the questions would be written in a different manner, or the test scorer would concentrate on classifying the responses only. different levels of learning outcome, allowing a more effective targeting of ILOs and a greater clarity when helping students learning to learn (Biggs and Tang 2007, p. 80). That is, the teacher can aim to move the student one level higher in the taxonomy by appropriate choice of learning material and instructional sequencing. based on research on student learning rather than a theory about knowledge based on the judgements of educational administrators (Biggs and Tang 2007, p. 80). - Educators and students find it easy to determine what they are doing - the SOLO complexity of the task See more ideas about Solo taxonomy, Taxonomy, Visible learning. SOLO is based on levels of ascending cognitive complexity (versus Bloom's questionable hierarchical link between levels) Refer to these notes from Professor John Hattie - Course 224: Assessment in the Classroom (The University of Auckland)on "Creating best tests using Bloom's taxonomy or the SOLO classification. This is an alternative to Bloom that Hattie advocates. Bloom’s taxonomy is not accompanied by criteria for judging the outcome of the activity (Ennis, 1985), whereas SOLO is explicitly useful for judging the outcomes. Add to My Bookmarks Export citation. solo taxonomy SOLO stands for the Structure of Observed Learning Outcome ( SOLO ) which is a model that describes the levels of increasing complexity in student’s understanding of subjects. For example it is possible to design a learning experience using What It Means HES Instructional Strategies; 1: Pre-structural: No Idea: May or may not have Prior Knowledge: Lack of understanding or knowledge of concept. For example Knowledge. SOLO Taxonomy Hattie’s Term Learning Phase? Analysis. Application. Applying the model in your classroom. At the relational level, the aspects are linked and integrated, and contribute to a deeper and more coherent understanding of the whole. There are several advantages of the SOLO model over the Bloom taxonomy in the evaluation of student learning.These advantages concern not only item construction and scoring, but incorporate features of the process of evaluation that pay attention to how students learn, and how teachers devise instructional procedures to help students use progressively more complex cognitive processes. Last year, I wrote Why the Growth Mindset Won't Work, and it was based on a keynote John Hattie ... Can we use something like SOLO Taxonomy which was developed by … —Question submitted by an education consultant from Seattle, WAProfessor John Hattie: “Teachers, they do understand what kids bring to the classroom. The most powerful model for understanding these three levels (surface deep conceptual)and integrating them into learning intentions and success criteria is the SOLO (structure of observed learning outcome) model developed by Biggs and Collis (1982). The levels can be interpreted relative to the proficiency of the students. Assessment for the achievement standards used in the New Zealand National Certificate of Educational Achievement (NCEA) is also similar to SOLO. The progression to relational and extended abstract outcomes is qualitative. These are practical strategies that exemplify the higher levels of the SOLO taxonomy (an alternative to Bloom) that Hattie also advocates. Build and/or activate prior knowledge: 2: Uni-structural: One Idea: Surface Learning: Has an idea of what it is, but not what to do with it or how it connects to other ideas same time determining different levels of complexity in the student learning outcomes or answers within that level. Anderson and Krathwohl's revision is an improvement, but even then under "understanding" you can find "identify", "discuss", and "explain", which represent three different SOLO levels. Although there may be measurement advantages to this increasing difficulty, this is not a necessary requirement of the SOLO method. I have made some minor comments in red but basically I think what you have written is absolutely fine.”, “I have been through Slide Share and again I like it a lot. First Steps with SOLO Taxonomy. Who painted Guernica? SOLO has clarity of verb use for each level. TriArt Liquid Glass - Testing as a FINISH Coat For Acrylic Pour Painting. Ministry of Education, Auckland UniServices, University of Auckland Date 2004 Publisher Ministry of Education Pub place Wellington, N.Z. The Structure of Observed Learning Outcomes Taxonomy (SOLO) is a notion that describes the stages of learning that students go through to reach a real depth of understanding on a topic. 8. Six year old students can be taught to derive general principles and suggest hypotheses, though obviously to a different level of abstraction and detail than their older peers. They are able and motivated to monitor their own progress in a learning task and to make smart decisions on their next steps. Both teachers and students often progress from more surface to deeper constructs and this is mirrored in the four levels of the SOLO taxonomy. Springer. In more recent times, John Hattie has argued that Bloom’s Taxonomy needs to be superceded by the Solo Model. Distraction 3 – … As learning progresses it becomes more complex. This taxonomy will be used in the current research. Bloom has argued that his taxonomy is related not only to complexity but also to an order of difficulty such that problems requiring behaviour at one level should be answered more correctly before tackling problems requiring behaviour at a higher level. ... ( Hattie & Brown, 2004 ) why is it here ) that the. 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