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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I have made some minor comments in red but basically I think what you have written is absolutely fine. At the relational level, the aspects are linked and integrated, and contribute to a deeper and more bigts understanding of the taxoonomy. You are commenting using your WordPress. This initial success prompted me to continue to make use of the idea in my own teaching and also to share it with colleagues to see where it went.

I trust your judgement in using and interpreting SOLO. Hexagons, board pens and videotapes …well mobile phones Purple Pedagogy – November 12, Students of all ages can use SOLO levels, rubrics and frameworks to answer the following questions:. Soolo impact will the use of effective visual images on forming the sequencing of questioning have on the development of verbal responses from Y9 so,o Elaborate Interrogation Purple Pedagogy – February 26, At the unistructural level, one aspect of the task is picked up, and student understanding is disconnected and limited.

At the multistuctural level, several aspects of the task are known but their relationships to each other and the whole are missed. She found broadly similar ideas to myself in that it helped students to make good progress.


I made use of this type of student sheet: Applying the model in your classroom. The jump to the multistructural level is quantitative. Teaching for quality learning at university.

SOLO Taxonomy | John Biggs

The progression to taxknomy and extended abstract outcomes is qualitative. Buckingham Open University Press. At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start.

Overall the first forays into using SOLO seem to have been very worthwhile. Example below from Nikki Barnes My initial findings were that it really worked!

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Fast forward six months and Nikki is presenting her experiences to the Thursday Morning Thriller crowd. Purple Pedagogy – August 20, By continuing to use this website, you agree to their use.

Nikki organised her presentation of SOLO tasks in the same way that I had with the pre-structural ideas at the bottom and the extended abstract ideas at the top.

I am hearing anecdotal evidence of the use of SOLO broadening throughout the staff body with very positive results. There is a small but enthusiastic group of teachers using the SOLO taxonomy to structure their teaching in schools, and blogging about it.

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The next two levels, unistructural and multistructural are associated with bringing in information surface understanding.

To find out more, including how to control cookies, see here: Students were able to quickly develop their thinking to become more complex and the clear structure seemed to make more challenging tasks more accessible. SOLO learning verbs ; 3. What do I do next? Foreword by John Hattie.


Structure of observed learning outcome

My initial findings were that it really worked! Create a free website or blog at WordPress. There is also a good explanation of SOLO on the learningandteaching. 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 So far so good!

It appears that work became more logically structured and sequenced with greater degrees of complexity being incorporated into written responses. Schools using SOLO, report improvements in student learning outcomes; a raise in student confidence and increases in student engagement in learning.

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Refer extracts from personal communication email below. 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.

This gave rise to positive student — teacher dialogue about areas of misconception and also the teacher has the opportunity to address the sticking points of learning with individual pupils supporting them to make progress. Notify me of new posts via email.