Embedded Files
What is SOLO Taxonomy
What is SOLO Taxonomy
SOLO = Structure of the Observed Learning Outcome, was developed by Biggs & Collis in the 1980's
SOLO taxonomy is a framework used as "a means of classifying learning outcomes in terms of their complexity, enabling us to assess students’ work in terms of its quality not of how many bits of this and of that they have got right."
https://issuu.com/pamhook/docs/hooked_er_solo_flyer/1?e=5487954/11862574
It is a model that provides a simple and robust way of describing how learning outcomes grow in complexity from surface to deep understanding” Biggs and Collin (1982)
SOLO can be used not only in assessment, but also in designing the curriculum in terms of the level of learning outcomes intended and helping students identify their next steps in learning.
SOLO strategies and resources can be used to create a common language of learning in any curriculum area and to help students of any age adopt a growth mindset when learning.
The SOLO stages explained
The SOLO stages explained
"At first we pick up only one or few aspects of the task (unistructural), then several aspects but they are unrelated (multistructural), then we learn how to integrate them into a whole (relational), and finally, we are able to generalised that whole to as yet untaught applications (extended abstract). "
https://www.johnbiggs.com.au/academic/solo-taxonomy/
Pre Structural
A learner needs help to get started or has missed the point of the task in hand
Uni-Structural
A learner needs help to get started or has shown limited evidence that they understand the learning objective or how to approach the task.
Multi structural
A learner has some knowledge around a task but has yet to make links or connections with that knowledge to complete the task.
Relational
A learner can make connections using the pieces of knowledge they have or has provided evidence that they understand how the pieces fit together to make the whole.
Extended abstract
A learner shows a degree of creativity and independent thought relating to the context they are working with. This might be evaluative, reflective or "outside the box" thinking applying their knowledge in a different context..
The SOLO structure has 5 levels. AT secondary level I tend to group the first 3 and the last two to differentiate between surface level thinking and deeper thinking.
SOLO stages & baking - an analogy
SOLO stages & baking - an analogy
Flour - what is flour? (had not been able to buy flour for 3+ weeks)
I have flour butter sugar, cocoa & cornflakes, what can i do with these? [multistructural. I know what they are I know they can go together to make biscuits but I do not know how]
I can combine flour butter sugar cocoa & cornflakes to make biscuits
[relational. I know what these things are and how to combine them to make afghans]If I took my basic biscuit recipe left out the cocoa and added golden syrup, coconut I could make different biscuits.
[extended abstract. I can adapt and build on what i know to make ANZAC biscuits]
Watch:
Watch:
Pam Hook explaining the language of SOLO and how hand signals can be used
Using LEGO to explain the SOLO stages
SOLO knowledge and Minecraft
Where can I make use of the SOLO framework in my planning and during teaching and learning?
Where can I make use of the SOLO framework in my planning and during teaching and learning?
Plan for differentiation
Give and receive feedback
Develop self-assessment resources
Design innovative curriculum
Reflect on learning processes and products
Undertake research and student led inquiry
Integrate e-learning and thinking strategies
Google Sites
Report abuse