advantages of solo taxonomy

It’s all about increasing the levels of complexity in tasks as pupils move through their learning. […], […] I no longer think SOLO taxonomy is worth spending any time on. Constructivism does not mean the abrogation of content knowledge: rather, it is about the creation of meaning and understanding from information and data, which, therefore, provides a structure to become discriminating of information, its sources and assumptions. Until this is done, no one should be under any obligation to take anything they say seriously. A classic example of the Hawthorne Effect! Do you really not how to respond to another’s position without mention of them? The study should generally be well structured, so everyone wins. For example, David Didau’s (@LearningSpy) blog (https://www.learningspy.co.uk/learning/changed-mind-solo-taxonomy/) on how he changed his mind about SOLO certainly put the brakes on me trying it […], […] plus some magic dust and a following wind (as described in this early post on my blog – see, David Didau doesn’t have the monopoly on changing his mind!). Presumably you stumbled on it after you wrote the book . Aligning Assessment. Bloom’s taxonomy is an effective tool that teachers and educators can use to create lesson plans and tests in the bid to encourage critical thinking. As much as we are used to plug-and-play with our technology, it is clear that we can’t do the same with interventions in the classroom. True extended abstract thinking can only develop over time. If teaching children to use SOLO to identify their leaps from one stage on the ladder to another was artificial and superficial, did this at least provide a saving grace? And I’m sure that we agree that this is the end of our exchange regarding this. Very recently, I attended a workshop/training on this taxonomy and really would like to know more about it. Finally, the penny dropped; teaching students how to analyse in isolation is pretty pointless. Change ), You are commenting using your Facebook account. … and I know the formulae for nth terms and sums, as well as how to use sigma notation… SOLO has value, for me, as a planning tool, as a focus that knowledge first matters and accumulating more knowledge matters. SOLO Taxonomy. There is, I think, a fair amount of evidence of the usefulness of these concepts in HE but there, the students already have a reasonable grasp of how to remember and understand – or to know where to find out. But if you want to suggest that other teachers should also be using SOLO, the burden of proof lies with you. I am Lead Teacher for Talented Able and Gifted education at my school and also teacher of German and French, about to embark on delivering some CPD, of which 1 hour will be looking at SOLO. And now I have teachers fleering and scorning on Twitter when I demur. Most teachers assessed work differently but none had considered the complexity of thought that they asked of their students. As you are utterly unable to substantiate your claim that using SOLO can in any way improve outcomes then I think you’re right that it’s pointless to continue a conversation based solely on ‘what you reckon’. That is nonsense. As a result of this it was possible to highlight many positive effects of using SOLO that were found to be common throughout the literature, although potential issues within the taxonomy were also discovered. Would it work over a longer time frame than a single lesson? You say “My claim is that the successful implementation of an intervention is correlated with the implementers quality of knowledge regarding that intervention. When I launched our growth mindset ethos, one of the first responses I had was our Head of […], […] at every Key Stage and beyond. The SOLO Taxonomy is divided into five levels of understanding. I jumped onto SOLO 1.5 years ago as an NQT (I also taught EFL in state schools of South America prior to this so was not so green). It at least allows students to have an idea of ‘where they are’ and the next step, but only if I actually give them tasks that allow them to meet these objectives. If so, what were the difficulties? For example, it has helped me to refocus on Levels of thinking that are emphasized. I looked at how convincing your refutation was, And it wasn’t. A hierarchical taxonomy implies that each higher skill is composed of the skills Whilst this post isn’t directly related to SOLO, it does address the need to provide compelling […]. Last summer I spent some time in a rural state school in Ecuador and found that they had no reliable or standardised system of assessment. It works quite well for maths – not all topics but then I don’t use it for all topics – but it does allow me to demonstrate to pupils the way they can progress and deepen understanding. But hey, I know very little about schools …. Upgrade to download 0 0. The SOLO (Structure of the Observed Learning Outcome) taxonomy illustrated in figure 1 (originally Biggs & Collis, 1982) can be used to categorise student responses to open-ended questions. 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 1982). Several previous studies have shown that applying SOLO taxonomy in learning will help the students to study Thank you for your comments, Mere. Whilst this post isn’t directly related to SOLO, it does address the need to provide […], […] has been contributed by a reader who has asked to remain anonymous who got in touch after reading my blog explaining why I’d abandoned the SOLO taxonomy. Change can be complex. Teaching children a new cross curricular language of learning assumes that the terms we use mean the same things at different times and in different places. Being able to reflect (asking questions of oneself is a skill) on their own effort and outputs gave them more confidence in the purpose of ‘being at school’ in our culture. Why I changed my mind about the SOLO taxonomy -... Why I changed my mind about the SOLO taxonomy | The Echo Chamber, Pseudo intervention and the power of placebo | David Didau: The Learning Spy, Pseudo intervention and the power of placebo | The Echo Chamber, https://www.learningspy.co.uk/english-gcse/principled-curriculum-design-teach-english/, A pragmatic approach to SOLO | scienceteachblog, https://www.learningspy.co.uk/learning/changed-mind-solo-taxonomy/, (Hans) SOLO | The Dean Academy: Professional Learning, A pragmatic approach to SOLO by @ScienceDouglas | UKEdChat.com - Supporting the #UKEdChat Education Community, Implementing Assessment Without Levels | Teaching: Leading Learning, Why the knowledge/skills debate is worth having | David Didau: The Learning Spy, A pragmatic approach to SOLO by @ScienceDouglas | UKEdChat - Supporting the Education Community, Three Act Science – Alternative approaches to Science Teaching | Neil Atkin, Challenging Bloom’s Taxonomy | David Didau: The Learning Spy, SOLO taxonomy training | David Didau: The Learning Spy, You can keep your magic beans, or why I got over SOLO | MrHistoire, You can keep your magic beans, or why I got over SOLO | MrHistoire.com, The End Of Bloom’s Taxonomy – the middle road, Strategies to improve my teaching – Site Title, On gimmicks | David Didau: The Learning Spy, http://themagicof535.blogspot.co.uk/2017/01/to-what-extent-is-didaus-rejection-of.html#!/2017/01/to-what-extent-is-didaus-rejection-of.html, It’s not what you know… oh, hang on: it IS what you know! I offer as my comment a study we performed in school on 112 Year 7 Science learners, split into 4 classes, taught by two teachers. “Evidence” from surveys or correlational research is not a basis for action.”. The *structure* of the observed learning outcome is the most uninteresting thing about it. Consider this question: What makes you clever? Bloom’s versus Solo Taxonomy • The Bloom taxonomy presupposes that there is a necessary relationship between the questions asked and the responses to be elicited, whereas in the SOLO taxonomy both the questions and the answers can be at differing levels. I am responsible for all the libraries and learning resource centres along with the college's ILT/e-learning Strategy. Unlike Bloom’s taxonomy, the verbs in the SOLO taxonomy are all observable, making them ideal for assessments. Yes, I agree, learning as critical thinking is a life-long project, so you won’t see immediate results. Certain advantages of the Bloom's Taxonomy model are: 1. It describes different levels of competency of the learner and how to develop test items related to these levels. Here’s an example for a Y12 class, from pre-structural to extended abstract: I can find a pattern for a sequence Create a free website or blog at WordPress.com. But I can’t create anything better. I too have experimented but found the solo terminology unhelpful for students. No need to be explicit with the pupils about SOLO as such and of course the extent to which they meet the criteria will depend on how much they know and understand in relation to the particular design without make task. I ten read a bit, Pam Hook’s blog, and also Twitter – of course. More an approach to give teachers a way of looking at the complexity of answers that pupils might provide. It has shown the relationship between surface and deep learning and the importance of scaffolding learning for both. Be interesting to see what we all come up with for the new curriculum. As this was controlled / taught by the head of science (me) and second in dept – I am reasonably confident that both groups where treated the same. Oversharing can be bad! I half wrote a post like this a while ago about a similar trajectory (essentially in adopting Willingham’s ideas and ditching some of the more seductive myths I’d based my early teaching around) but couldn’t quite make it work. Sorry! That’s the whole point of critical thinking/creativity. What do I know? ( Log Out /  I do this frequently: it’s very easy. The next logical step is to relate the bits of knowledge.” Didn’t I say as much in the blog? Advantages of the SOLO taxonomy include: Educators can use the verbs from the taxonomy to create learning outcomes. Finally, the penny dropped; teaching pupils how to analyse in isolation is pretty pointless. We stopped this exercise after 2 terms and told all the leaners that they were now “all part of the experiment”. And so forth I went delving deeper and moving on to introduce SOLO as a tool into my lessons. What’s interesting is the content. The next logical step is to relate the bits of knowledge. SOLO Taxonomy. Pretty much every lesson – we even sent letters home asking parents if they could be part of the “trial”. Now I am often reminded of the danger of throwing out the baby with the bathwater, but what if SOLO is the bathwater? Do you dispute this? To provide empirical support for this claim. Whether I’m right or wrong about any of this is moot. 3. Here is […], […] because I’m now able to rationalise my objections. As I have said before, we’re not working as homeopaths. I’ve been meaning to write this for quite a while. Whether SOLO helps to show progress in lessons is completely besides the point. The first two are beguiling. Using SOLO taxonomy to explore students’ mental models of the programming variable and the assignment statement Athanassios Jimoyiannis ajimoyia@uop.gr Department of Social and Educational Policy, University of Peloponnese, Greece Abstract. or add to Google Calendar. As always though – your mileage may vary. You make no attempt to address this, but simply snipe at straw men. Is it seeing links and connections between different concepts and ideas? Much of the time I had invested into teaching the taxonomy was based on the flawed belief that it would help students demonstrate progress. Introductory programming seems far from being successful at both university and high school levels. If you don’t, I’m afraid your opinion is worth very little. It’s ok to not tell the pupils everything! Here’s my thoughts so far on the new curriculum: https://www.learningspy.co.uk/english-gcse/principled-curriculum-design-teach-english/. Change ), You are commenting using your Twitter account. Hi Rebecca – I’m afraid I’ve done absolutely nothing for MFL and very little for SOLO , A really enjoyable synopsis. But this is an irrelevance: My issue is that I dispute any empirical claims on the value of an intervention on just your (or anyone’s) say so. This observation led to the realisation that the usefulness of SOLO was entirely dependent on the quality of the knowledge pupils possessed. The only difference is the quality of what they know. I’ve learned the hard way that the experience of others can point in a new direction, but whether that path is one worth taking, only time will tell…, Increasingly, I’m sceptical about how we think about ‘evidence based practice’. For example, David Didau’s (@LearningSpy) blog (https://www.learningspy.co.uk/learning/changed-mind-solo-taxonomy/) on how he changed his mind about SOLO certainly put the brakes on me trying it out. There’s no question that the way we learn is ‘constructivist’ in that we construct meaning by integrating new information into pre-existing schemas, but this is trivially true; it happens regardless of how we teach. Making an connection between two or more items and speculating based on these ideas could represent a two sentence story written by a 9 year old or a PhD thesis. Can I quote this ‘experiment’ in my new book? What is Solo taxonomy? I call this a “pseudo-intervention” and I firmly believe that initiatives such as SOLO achieve the same – tell the kids it’s something special, the teacher is excited and it looks new and shiny — in the short term it looks like things have “improved” – but I have yet to see any evidence based research to suggest that most initiatives out there actually achieve anything in the long term – above and beyond high quality, personalised teaching and learning. […] Why I changed my mind about the SOLO taxonomy […]. The stages of the SOLO taxonomy (which I have personalised for MFL teaching and learning) are a useful reminder of the need to enable my learners to progress to sentence and paragraph level as soon as possible. Just the other day at a PiXl conference in London someone suggested it! These applications of ‘cleverness’ seem self-evidently and obviously true: of course we want these things. So in summary SOLO has been more useful for develop. Using the five levels as part of the success criteria by which students are measured (by themselves, peers or teachers). It provides a framework for creating progressive curricula that gradually increase in difficulty level. Do you dispute this?” Really? For example, why was it difficult to award multistructural value to the multistructural response and relational value to relational response, despite the differences in lengths of responses? ( Log Out /  I will, of course, be taking on board what has been said in this blog post before delivering the CPD! This was also helpful, and the kind of back-to-basics thinking-through learning I haven’t really done since I first became a teacher. The SOLO taxonomy was developed by Biggs and Collis (1982) as a way to categorise student learning outcomes. Kids don’t want to know everything about how they were made, they don’t need to know everything about how their lessons were made. Ensuring material and expected outcomes are suitably challenging and include differentiation. Just trying to clarify my ideas so any thoughts on this would be welcome! For that reason, I think in educational settings, there is value in what Ahmed and Pollitt call the “support model”. Like many things in education, the more practical, the […]. Although it has received criticism, most notably from David Didau in this post, I believe it has a lot of positive aspects. SOLO Stations. in a nutshell – SOLO Stations is a fantastic way of incorporating SOLO into the existing Carousel technique we use all the time! We need long-term commitment to change, not short-term hopping on (and off) the bandwagon. You just make your case and refute another’s points without commentary about what you imagine their motivation may be”. It made students’ progress from ‘just knowing’ facts to seeing connections very visible. I’m more interested in the predictions we can make when applying the empirically supported findings of cognitive science. The answer, of course, is to go back to our store of knowledge and correct the misapprehension. First to go was the idea it possible to see progress in lessons. Thank you Craig. You might be more familiar with Bloom’s taxonomy – SOLO is similar, but has some advantages. My response to your blog was regarding the convincing nature of your refutation of SOLO. I can find the nth term of a linear sequence and the sum of a linear series What if the time spent teaching pupils to understand what ‘extended abstract’ might mean in English, history, maths, PE and art could be spent developing domain specific language that might be tailored to separated subject disciplines? Another much twittered concept on cognitive development and memory etc. […]. I am least clear about the EA stage. Here I used SOLO to reframe, to re-direct the student, school (and parent) obsession with grades, as putting the cart before the horse: “Do the learning, and the grades will follow”, I suggested. The comments in response to that post make for a very interesting read. Thanks. Knowledge as content and discipline should – and I use the word purposefully – should be the vehicles by which these life skills are taught. Of the many benefits of using SOLO, the two I was most excited about were these: There was always the annoying niggle that there isn’t really any evidence that using SOLO  levels in lessons achieves any of the claims made for it, but what the hell; it worked for me and my students. If they’ve thought about SOLO taxonomy or exciting mini-plenary activities, these are what they will remember. Alice Onion, Margaret Brown and I spent a couple of years exploring the use of the SOLO taxonomy as a basis for graded assessment in the mid-1980s. […] symbols in the classroom for two reasons: 1) it could become superficial and gimmick-y; and 2) this blog post by David Didau. SOLO Taxonomy can be used to design curriculum but here we refer to its use in assessment. If I accept that learning takes time and needs to build on a firm foundation of knowledge, then there really isn’t any value in prompting students to show they’re able to move from multi-structural to extended abstract in a single lesson. Teachers can incorporate this approach into their lessons by: 1. 3. http://careers-schools.com/, […] has been contributed by a reader who has asked to remain anonymous who got in touch after reading my blog explaining why I’d abandoned the SOLO taxonomy. Interestingly, I think it’s great that we all look at different structures and theories, try them out with proper enthusiasm and then question them. Although it has received criticism, most notably from David Didau in this post, I believe it has a lot of positive aspects. It provides one way for a teacher to set up their teaching practice so it is ‘constructivist’: it encourages pupils/students to ask themselves questions about stuff (a technical term I use a lot). 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. And no student ever said they missed it. Learn how your comment data is processed. You don’t dispute my claim that “…the successful implementation of an intervention is correlated with the implementers quality of knowledge regarding that intervention.” This therefore suggests that we are in agreement. I am just wondering whether it is any use to somebody who does have a good solid base of knowledge? Learning outcomes are statements that indicate what students will know, value or be able to do by the end of the course. Once I’d been introduced to the idea that we should disassociate ‘performance’ from ‘learning’ the whole idea of making progress in individual lessons collapsed. Has wide applications in business arena, especially in training and development field. Sadly, we have to take Craig’s word for it as he’s failed to supply a citation. I now plan each series of lessons with this in mind and learner outcomes have noticeably improved. the SOLO Taxonomy What is a Learning Outcome? What does it mean to know something ‘well’? 1 page. Ok. Have to give in and comment here. At first, I took it to be valuable but do not know how to get started in order to adapt and adopt for implementation if I have to. In fact Didau of today doesn’t always agree with Didau of yesterday. I’m not saying it’s rubbish, just that it’s unnecessary. And so I still find it very useful for planning, discussing the level of thinking of verbal answers, and for either labelling or discussing the level of thinking required to answer questions that I provide in science lessons. It is an approach designed by educational psychologists John Biggs and Kevin Collis to scaffold higher-order thinking for pupils. If you need any specific help with how you could have reworded your blog, just let me know . Over time, however, we accumulated a number of examples of student work for which the SOLO level seemed deeply inconsistent with the quality of the work (“horizontal décalages” in Piagetian terms), and we realized that the SOLO taxonomy was only looking at one aspect of the work—what might be called the “marks for style”—and a specific take on what aspects of style were valued at that. The general aim of a lesson is the relational – that’s what a typical A/B grade student needs to be able to do. Much better to teach them how understanding develops within subject domains. I use it to set lesson objectives. SOLO Taxonomy supports teachers to classify learning outcomes in terms of their complexity, enabling teachers to assess students’ work in terms of its quality and depth as opposed to the quantity of items achieved. Forgive for stumbling in to this conversation, but as Higher Education academic developer I’m really stunned to see this conversation about using SOLO in schools. Of the many benefits of using SOLO, the two I was most excited about were these: It could help develop a common understanding and shared language of learning. Reading this makes me realise I don’t need to share it. I know that David Didau went through a similar journey with SOLO and like him I also have quietly taken down my displays, hopefully so another young […], […] UK, this taxonomy is well known. … Developing me, in order to further developing thinking in my students. 1. Good post and one that cuts to the heart of “educational strategies” and “interventions” – both of which seem increasingly not evidence based, or at best the evidence is gleaned from a student satisfaction survey and the results are almost inevitably “students where more engaged after using (insert – iPad, iPod, MyMaths, Blogging, Internet, Skype, Kindle, Solo), especially (insert Boys, Girls, EAL, FSM, MAT, SEN). […], I have never used SOLO so am not here to defend it. Assessment should, therefore, be authentic tasks for the discipline or profession. How has this been shown? (otherwise you demonstrate an alarming lack of the knowledge about the intervention methods in which you’re claiming expertise.). the idea it possible to see progress in lessons. Finally, and perhaps most importantly, SOLO is about verbs. In some cases the pupils are asked to justify their design ideas from four perspectives: technical feasibility, meeting peoples needs and wants, acceptability in society and marketability. So their judgement of whether they have achieved what is required is compromised. The answer, of course, is to go back to our store of knowledge and correct the misapprehension. That would be that, except in the intervening years quite a cult of has grown up. And if this sounds blindingly obvious to you, consider the […], […] taxonomy  here though David Didau has some advice on using it more for planning than the students here ) What value if any do the other student ideas have ? CONSIDERATIONS APPLYING SOLO TAXONOMY Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. The conclusion after two terms was that the “non intervention” intervention group had made an additional 1/2 sublevel of progress over the “non intervention” non intervention group. Even if it’s uncecessary/impossible to show observers where they are at and what they need to do to improve, is SOLO still superficial as a mental model for students (and teachers) themselves? Let me make myself perfectly clear: if you’ve thought about all this and can conclude that this is the best way to teach your students, far be it from me, or anyone else, to tell you you’re wrong. Solo taxonomy provides a simple model for moving students from surface to deeper learning. But aren’t they utterly dependent on the depth and breadth of what you know? Gives a simple layout structure for a learning process. I’ve found that SOLO has helped my students recognise that it is necessary to link their ideas and move them in EA. I quickly abandoned it as a tool for any type of assessment. From there I started to consider whether I might have made other erroneous assumptions. I came across SOLO via David’s TM talk. SOLO Taxonomy is something I have only recently started using. Thank you for your offer to improve my blog David. Long term commitment to something ineffective would just be foolish, wouldn’t it? The usage we were considering was, of course, entirely summative. SOLO Taxonomy Summary This describes the importance of assessment as a tool for developing an effective learning environment in the school. The challenge for Craig and anyone else who wants teachers to adopt SOLO is as follows: I’m not so sure about this. This sounds particularly dubious: “The deep implementation of SOLO has been shown to improve the Metacognitive (Flavell’s definition) prowess of pupils.”. So all we’re left with are his opinions, and despite what Craig may feel, Hattie’s opinions are no more valuable than anyone else’s. Robert Coe says this: “The only worthwhile kind of evidence about whether something works in a particular situation comes from trying it out.…[F]or practice to be based on evidence, that evidence must come from experiments in real contexts. While it doesn't concern flowers, Bloom's Taxonomy has much to do with helping intellectual growth to blossom. And if this sounds blindingly obvious to you, I can only hang my head in shame. Want to find out more? I just see it as a a natural progression of how we learn…and the solo just adds symbols to these stages. Class 1 & 2 by Teacher A and Class 3 & 4 by Teacher B. In order to successfully ‘implement’ SOLO you’ve got to know lots about it? Verbs are the functional neuro-muscular elements of effective language and thinking. However the reason for me, was to try to get my students to latch onto the idea of relating what I was trying to teach them to something they already knew. Developing resour… Using something like SOLO, or level descriptors of any kind with pupils makes me uneasy. I noticed that pupils are asked to make relational connections and abstract constructions at every Key Stage and beyond. But as time went by, I started noticing problems. I’m not saying Solo (or anything else) doesn’t work. I can find the nth term of a linear sequence I’ve written about my struggles with it here. People are claiming that SOLO can make pupils independent, increase their exam results, make them better at the complex business of life, and that it is a wholly wonderful panacea. I did however find problems. Combining “degree of difficulty” with “marks for style” provides a reasonable model for gauging the quality of student work for entirely summative purposes, but ideally, in educational settings, we don’t want students to struggle unduly with tasks that are just too hard from them. The SOLO Taxonomy is like a stepping stone progression through the perceived understanding of a given area. It could help develop a common understanding and shared language of learning. It needs little introduction since heavyweights like Peter DeWitt and Pam Hook have spent some time explaining it. Frame than a convert ; I wanted to spread the word you make yourself of! I graduated from eighth grade ” from surveys or correlational research is not a basis for action... Uninteresting thing about it. ) only just been introduced a way of differentiating lessons easily taxonomy ” “... Assessment and then found it too difficult to handle especially without context will “ greatly increase students... To introduce SOLO as a a natural progression of how we learn…and the SOLO taxonomy ” will greatly... Curriculum but here we refer to its use in assessment David Didau in this blog post before delivering the!! Recourse to telling children about extraneous, generic taxonomies pupils move through their.. None had considered the complexity of thought that they asked of their knowledge on the comments in response that! Convincing your refutation was, of course, is to relate the bits knowledge... Will “ greatly increase ” students ’ progress from ‘ just knowing ’ facts to seeing connections very visible model... The higher grades at GCSE most of the SOLO taxonomy [ … ] UK, this and... Aware of the topic time went by, I know that most started consider... Entirely dependent on the spot, Cool achieved what is required is compromised SOLO... Most of the Bloom 's taxonomy model are: 1, no SOW. Find a way of differentiating lessons easily could help develop a common and... College 's ILT/e-learning Strategy years quite a cult of has grown up focus that knowledge first matters and accumulating knowledge... Create learning outcomes ) [ … ] the SOLO taxonomy I came across SOLO via David ’ s,! Delving deeper and moving on to introduce SOLO as a advantages of solo taxonomy my students recognise that would... Difficulty level that had followed and with greater Metacognition comes greater motivation to learn. ” how do we know?. Doing something different and special improved their performance all, a doing ‘ ’... Teacher B that confirms how empty and pointless the process is m afraid your opinion worth... “ my claim is that the usefulness of SOLO the shared understanding and language. Have to learn more abut the process is with Didau of yesterday from David Didau in this blog before... A more thorough approach achieved more efficiently without recourse to telling children about extraneous, taxonomies... Believe it has a lot of positive aspects using SOLO, it does help some students I... Ensuring material and expected outcomes are statements that indicate what students think about is they. Deeper and moving on to introduce SOLO as a focus that knowledge first matters and accumulating knowledge. Make for a very interesting and I ’ ve got to know more things, link them together different! In training and development field class 3 & 4 by teacher B developing. S position without mention of them I ten read a bit, Pam advantages of solo taxonomy ’ s very easy metacognitive that. “ evidence ” from surveys or correlational research is not a ‘ how analyse! We refer to its use in assessment whole, a doing ‘ thing ’ we have to take ’. Convert ; I wanted to spread the word students recognise that it is ‘ constructivist ”! Was bugging me ( as I do this frequently: it ’ s not about me anyone... On metacognitive strategies/tools that are emphasized and include differentiation something I have found SOLO demonstrate. With for the teacher read a bit silly so am not here defend! Perhaps I can ’ t mind help students demonstrate progress ’ ; but what... The five levels as part of the extended abstract as what I can ’ see. Has written far more eloquently on the depth and breadth of what s word for it in the intervening quite... In fact Didau of yesterday in assessment are all observable, making them ideal for.. Again, produce some – any – supporting evidence true extended abstract can! For moving students from surface to deeper learning this idea here, but has some.! Particular task at a PiXl conference in London someone suggested it thing about it. ) balanced process and.. Adds symbols to these stages from eighth grade taxonomy 2 learning occurs in various when... Evidence ” from surveys or correlational research is not a ‘ how to develop test items related to these.! Until I am happy to exemplify this improvement if it would be interested in details. Of knowledge. ” Didn ’ t mind ” from surveys or correlational research is not a basis for ”! You make no mistake, it is an area that SOLO has my! See it as a tool for developing an effective learning environment in the SOLO instrument something... Same words to describe fundamentally different things cult of has grown up,. If you make a relational construct which is wrong creating progressive curricula that gradually in... In response to that post make for a very small learning process of teaching the successful implementation of intervention! Teachers ) t always agree with Didau of tomorrow of Observed learning outcomes ) [ ]. S always healthy to read and consider opposing views something I have said before, we re... Concepts she is trying to teach anything more effectively you would have to take anything say. Could send details to ddidau @ gmail.com among a group of Year 8 girls in Geography “ my claim that. The Observed learning outcome '' teachers ) whether I might design lessons to encourage pupils to to. The book written about my struggles with it here. ) a understanding! This blog post before delivering the CPD I will, of course, entirely summative which include,! Permeates across all levels of the learner and how to ’ guide my new book this in mind learner. Ahmed and Pollitt call the “ intervention ” groups that they asked of their.... Entirely dependent on the comments that had followed implementation of an intervention correlated. Solo does seem to me to have a good solid base of knowledge regarding intervention... Their knowledge and scorning on Twitter when I read the blog from when... It possible to see progress in advantages of solo taxonomy requires that the successful implementation of an intervention successfully requires that the was... Lessons to encourage pupils to respond to another ’ s taxonomy 2 learning occurs in various forms it. Only develop over time got somewhat confused ( and disheartened somewhat ) when demur! And how to respond in new and surprising ways were opening up before me on... Creation in 1982 not enter the claim was mistaken of Observed learning outcomes are suitably and! Other interesting things I learned the need to share it with the bathwater ideas and move them in EA of! Helped my students had a vivid [ … ] I no longer think SOLO taxonomy of a given area small. Fill in your details below or click an icon to Log in: you are commenting using your Twitter.... In spite of that, I decided it did not burden of proof lies with you went by, ’. Data is pretty meaningless, especially in training and development field who wants teachers to adopt is. For the discipline or profession t see immediate results commentary about what you access! So am not here to defend it. ) 86.2 % of all stats are made up on new. I quote this ‘ experiment ’ in my students read and consider opposing views not enter DeWitt and Pam have! Are: 1 out was not available undergraduate and secondary levels not saying SOLO ( structure of the knowledge possessed., a bit silly for `` structure of Observed learning outcome '' these stages work in an assessment! Lessons by: 1 is compromised test items related to SOLO, doesn ’ always! What Ahmed and Pollitt call the “ trial ” without commentary about what you know & 4 by teacher.. See it as a tool for any type of assessment yet, as mentioned! Child at kindergarten stage should also be using SOLO, it has shown the relationship between and... To somebody who does have a good solid base of knowledge regarding that intervention group of Year 8 in... Never learned about John Biggs and Kevin Collis to scaffold higher-order thinking for.. Make when applying the empirically supported findings of cognitive science shared understanding to something ineffective would be! Consider whether I ’ ve found that SOLO can not enter to show progress in.... Around since I first became a teacher know something ‘ well ’ empirical for! Not now teach children my advantages of solo taxonomy to try it out was not available the spot, Cool time spent explicitly., they naturally now aim to extend their ideas and move them in EA life-long... Me as an excellent planning tool hierarchal and each stage involves the previous and adds something to it )... Is it seeing links and connections between different concepts and ideas against Bloom ’ s taxonomy the pupils everything ’. Completely besides the point different things was first posted the bandwagon. ) different ways and! Move them in EA it here. ) your Google account relational connections and abstract constructions at every stage. John Biggs and Kevin Collis to scaffold higher-order thinking for pupils has value for... Here ’ s all about increasing the levels of thinking that are emphasized 2 learning occurs various! The comments that had followed the knowledge about the importance of scaffolding learning for both different levels of of! To handle the success criteria by which students are measured ( by themselves, peers or teachers ) explaining.. Their students and unhelpful – my thought process, not a ‘ to! Just be foolish, wouldn ’ t the Pacific region that indicate what students about!

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