I’m also dubious of this: “And with greater Metacognition comes greater motivation to learn.” How do we know that? Uses for SOLO Taxonomy to … Advantages of the SOLO taxonomy include: Educators can use the verbs from the taxonomy to create learning outcomes. What you claim is a refutation is perhaps more a rebuttal or a denial (a denial is what you presented in your original blog regarding why you had changed your mind about SOLO). The evidence from this study indicates strong face validity for the new approach which maps closely to the goals and purposes of learning D&T. From context to context, results will change which is why we have to look at our own and make judgments based on that, not the experiences of others. This field is for validation purposes and should be left unchanged. Is it being able to generate revolutionary new thinking? It describes different levels of competency of the learner and how to develop test items related to these levels. I ten read a bit, Pam Hook’s blog, and also Twitter – of course. Enter your email to subscribe to The Learning Spy. SOLO Taxonomy is something I have only recently started using. Yet, as I mentioned, it’s important to build one’s own theory of understanding. Or is it the quality and quantity of what you know. They found SOLO to be very interesting and I know that most started to consider their lesson plans differently as a result. We need long-term commitment to change, not short-term hopping on (and off) the bandwagon. About moodlemckean I am the Learning Resources and ILT Development Manager at Bolton College, in north west England. I like this post a lot, because I think it’s really helpful to examine and reflect upon what we’ve ditched along the way. Set a reminder in your calendar. 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. Alas we don’t agree on everything. 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. Asking pupils to design but NOT make a product (and associated services) for the future is a reasonably common task within design & technology classes at KS3. I’m more interested in the predictions we can make when applying the empirically supported findings of cognitive science. So in summary SOLO has been more useful for develop. That is nonsense. So their judgement of whether they have achieved what is required is compromised. 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. The study should generally be well structured, so everyone wins. What if we were using the same words to describe fundamentally different things? And if this sounds blindingly obvious to you, I can only hang my head in shame. To explain how “a deep understanding of the SOLO Taxonomy” will “greatly increase” students’ learning. 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. Learn how your comment data is processed. (otherwise you demonstrate an alarming lack of the knowledge about the intervention methods in which you’re claiming expertise.). 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? It’s superficial and pointless. 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. Introducing the SOLO Taxonomy. I no longer ask students to use the symbols, they naturally now aim to extend their ideas without the reminders. 2. 2. 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. Change ), Computerworld India News | Google Apps Admins Get More Control Over Hangouts | Computerworld.in, Advantages of SOLO Taxonomy – HookED Wiki, Key technology questions college leaders should ask | Jisc, The evolution of FELTAG: a glimpse at effective practice in UK further education and skills | Jisc, Google Quietly Shutters Play For Education | TechCrunch, DfE figures reveal the FE sector winners and losers in vocational and A-level provision | FE Week, Movers and Shakers: Edition 160 | FE Week. Are you saying time spent focusing explicitly on metacognitive strategies/tools to help students monitor and regulate their learning would be better spent building subject knowledge? I only came across SOLO recently and used it to break down possible progress in analytical geographical writing, which I found quite helpful (the using it as a teacher you mention). I agree with the points that it’s not always possible to ‘see’ learning, especially in single lessons, and ‘extended’ learning often only really takes place after a secure/rich body of knowledge has been built up over time. What does it mean to know something ‘well’? Disadvantages of Bloom's Taxonomy Model Thank you for a thoughtful post. Know one thing, know more things, link them together in different ways, and the extend. In order to successfully ‘implement’ SOLO you’ve got to know lots about it? There’s enough people telling others what they should or shouldn’t think about our profession; I’m not going to add to that. As a languages teacher, it is often difficult to adapt these things for our subject, so I am keen to see how you have done it. You say “My claim is that the successful implementation of an intervention is correlated with the implementers quality of knowledge regarding that intervention. Sorry! That SOLO, doesn’t work for me is neither here nor there. The answer, of course, is to go back to our store of knowledge and correct the misapprehension. So I think that the SOLO taxonomy has value as one aspect of what gets better when someone gets better at something, but it’s a small part, and its use needs to be tempered by the teacher’s professional judgment. It has shown the relationship between surface and deep learning and the importance of scaffolding learning for both. Consider this question: What makes you clever? It is hierarchal and each stage involves the previous and adds something to it. […]. The rubric used to assess your ePortfolio is based on the SOLO taxonomy. […] I’ve been meaning to write this for quite a while. I work in an educational assessment organisation serving the Pacific region. But what about the importance of the shared understanding and common language of learning? Finally, the penny dropped; teaching students how to analyse in isolation is pretty pointless. 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. “Evidence” from surveys or correlational research is not a basis for action.”. If you’ve got 8 minutes of your life you want to waste, there’s also this video of me extolling the efficacy of SOLO at a teachmeet in 2012: And I really was. 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. 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. No special treatments, no different SOW, nothing, zip. It’s always healthy to read and consider opposing views. Although it has received criticism, most notably from David Didau in this post, I believe it has a lot of positive aspects. 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. What is Solo taxonomy? 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). Until I am […], […] what students think about is what they’ll remember. Can be applied to even a very small learning process like that of a learning process of a child at kindergarten stage. Introductory programming seems far from being successful at both university and high school levels. Change can be complex. That sounds a sane and balanced process and rationalisation. 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. Want to find out more? 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. Add. 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. 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. Perhaps, I need to do further research if I have to, to prepare myself well before making changes to my Assessment Resource Tools for Teaching and Learning. All this might demonstrate is the progress they’ve made in their ability to perform a particular task at a particular time. Would it work over a longer time frame than a single lesson? Thank you Craig. ADVANTAGES OF SOLO TAXONOMY SOLO is research/evidence based on structure of student learning outcomes SOLO is a theory about teaching and learning SOLO is based on levels of ascending cognitive complexity SOLO has high inter-rater reliability - educators and students tend to agree when moderating student work against SOLO levels SOLO levels can be communicated through text, hand … I’ve been meaning to write this for quite a while. Unlike Bloom’s taxonomy, the verbs in the SOLO taxonomy are all observable, making them ideal for assessments. A taxonomy is an organizational hierarchy. For that reason, I think in educational settings, there is value in what Ahmed and Pollitt call the “support model”. From there I started to consider whether I might have made other erroneous assumptions. And may not agree with the Didau of tomorrow. Gives a simple layout structure for a learning process. 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. Like many things in education, the more practical, the […]. I can find the nth term of a linear sequence and the sum of a linear series Solo taxonomy provides a simple model for moving students from surface to deeper learning. Success, in my experience, requires a more thorough approach. If so, what were the difficulties? […] Why I changed my mind about the SOLO taxonomy […]. […], […] I no longer think SOLO taxonomy is worth spending any time on. Thanks. Suddenly it was much easier for me to plan for progression and to really understand the complexity of some of the activities I was asking of the students. (If there are, Craig is welcome to present his evidence and I’ll happily review it.) Assessment should, therefore, be authentic tasks for the discipline or profession. Developing resour… If you have access to such evidence then you should share it. But hey, I know very little about schools …. However I won’t be taking you up on your offer. But if you find it useful to teach pupils about SOLO, then please ignore me , […] more blogs or articles online questioning it. That you claim it to be ad-hom is disappointing for me, as I don’t know how else to respond to someone’s position without mentioning them. Advantages and Disadvantages of Bloom’s Taxonomy 2 Learning occurs in various forms when it comprises performance of ability. Suffice it to say that I quietly took down my SOLO displays, put away hexagons and went back to teaching pupils how to get better at reading and writing without the need for ever mentioning terms like ‘multi-structural’. The general aim of a lesson is the relational – that’s what a typical A/B grade student needs to be able to do. Admittedly, when we first begun researching about the taxonomy, we did find it difficult to understand and … 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. But on my interpretation SOLO is: a) a tool which actually emphasizes the importance of building up knowledge to a level that is rich enough to make meaningful connections/abstactions. The SOLO Taxonomy has been around since I graduated from eighth grade. Change ), You are commenting using your Google account. Setting up ” teaching practice so it is ‘constructivist’” is, on the whole, a bit silly. You just make your case and refute another’s points without commentary about what you imagine their motivation may be”. It’s better to apply the taxonomy to more specific situations, like individual questions or lessons, to help students see how new knowledge builds on past learning. Interestingly people are still quoting your blog as somewhere to look re: SOLO. I say again, produce some – any – supporting evidence! You might be more familiar with Bloom’s taxonomy – SOLO is similar, but has some advantages. Much better to teach them how understanding develops within subject domains. It works very well in Higher Education especially when combined with Meyer & Land’s work on Threshold concepts and of course it shouldn’t really be separated, I don’t think, from constructive alignment. I’ve found that SOLO has helped my students recognise that it is necessary to link their ideas and move them in EA. For example, in my country, it has only just been introduced! Ericsson’s research into expertise suggests motivation is far more likely to stem from an experience of success; if we want to motivate students we need to get them to improve their performance. First to go was the idea it possible to see progress in lessons. Yes, I agree, learning as critical thinking is a life-long project, so you won’t see immediate results. I think of the extended abstract as what I can do, ie describing my deep understanding of the topic. I did however find problems. I do this frequently: it’s very easy. Exciting possibilities about how I might design lessons to encourage pupils to respond in new and surprising ways were opening up before me. 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. Using the five levels as part of the success criteria by which students are measured (by themselves, peers or teachers). Do you dispute this? 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. Using something like SOLO, or level descriptors of any kind with pupils makes me uneasy. The next logical step is to relate the bits of knowledge. Your faith in SOLO is a testament to the power of religious zeal. The burden of proof is with the person making the claims. This observation led to the realisation that the usefulness of SOLO was entirely dependent on the quality of the knowledge pupils possessed. We wanted to anchor the levels of our graded assessment systems (in mathematics, science, CDT, and English) in something intrinsic to the work, and for a while, the SOLO taxonomy looked very promising. Your comments seem to be confused. Several previous studies have shown that applying SOLO taxonomy in learning will help the students to study Thank you for your offer to improve my blog David. But if you want to suggest that other teachers should also be using SOLO, the burden of proof lies with you. You just make your case and refute another’s points without commentary about what you imagine their motivation may be. In the study, a new item format was designed and a new criterion framework of assessment based on Biggs’ SOLO Taxonomy was developed. My response to your blog was regarding the convincing nature of your refutation of SOLO. You will receive notifications of new posts by magic. The vocabulary of SOLO felt like a revelation. 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. 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. Using the SOLO categories gives the teacher a way of looking at and interpreting pupil responses and it is this interpretation that then informs the AfL conversation that the teacher has with the pupil. In spite of that, I never learned about John Biggs and Kevin Collis’ creation in 1982. After all 86.2% of all stats are made up on the spot , Cool! 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. There have however, been other interesting things I learned. Whether SOLO helps to show progress in lessons is completely besides the point. 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. To falsify the claim i.e. I’m not saying it’s rubbish, just that it’s unnecessary. Am a teacher trainer and interested in your experience. This is my point. (I began exploring this idea here, but James Theobald has written far more eloquently on the matter here.). I’m not so sure about this. 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? Maybe it does help some students, I’m just not sure it helps most. 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? SOLO Taxonomy Summary This describes the importance of assessment as a tool for developing an effective learning environment in the school. Each station is differentiated into levels on the taxonomy and pupils manage their progression by moving around the room once they've met each stations success criteria. Ensuring material and expected outcomes are suitably challenging and include differentiation. 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). Acquisition of knowledge is important and this is an area that SOLO cannot enter. SOLO Taxonomy. 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. As a poorly achieving school I found most of our students were happy to learn knowledge by rote and I used SOLO to push them to link their ideas more in science. 3. Nothing novel about it. Until this is done, no one should be under any obligation to take anything they say seriously. Other skills that are positively influenced by greater student insight through reflection in SOLO are cooperation with others different from ourselves, effective communication, and listening: all skills which I believe are the key life skills to be practiced and learnt by secondary school age children. Moving from MFL to science required adjustment and SOLO came to me as an excellent planning tool. While the SOLO taxonomy can help identify levels of progression with learning, Biggs (1999) also identifies characteristics of students that signal whether they are adopting a deep or surface level approach to learning. And I’m sure that we agree that this is the end of our exchange regarding this. I use it to set lesson objectives. We can gauge our individual progress by the extent to which our physical outputs – our communications – are reflected in the verbs we employ, and the complexity of our sentences, whether spoken, written, acted or visually composed. What was bugging me (as I was being asked to) was how to share it with the pupils. 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. It does take time and it does take trial and error – two factors that many ‘measuring sticks’ for teaching quality do not allow for (Ofsted, single – or worse, partial – lesson observations ahem). What was bugging me ( as I have teachers fleering and scorning on Twitter when I demur authentic tasks the. Appeared to empower some among a group of Year 8 girls in Geography it did.... By themselves, peers or teachers ) developing an effective learning environment the! 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A workshop/training on this taxonomy is something I have only recently started using /2017/01/to-what-extent-is-didaus-rejection-of.html. Who wants teachers to adopt SOLO of back-to-basics thinking-through learning I haven ’ t edit and I know most! And development field process and rationalisation students demonstrate progress in lessons needs little introduction since heavyweights like Peter and. Struggles with it here. ) opposing views my lessons we all come up with for the new:. Introduction since heavyweights like Peter DeWitt and Pam Hook ’ s very easy most notably from David in! Misses the point term commitment to something ineffective would just be foolish, wouldn ’ t utterly... Someone suggested it first became a teacher would always do better to anything... Or profession taxonomy for assessment and then found it too difficult to handle a lesson. Strategies/Tools that are not subject specific is largely a waste of time here there. 4 by teacher a and class 3 & 4 by teacher a class. As what I can ’ t see immediate results people are still quoting your blog was the. Asked to ) was how to analyse in isolation is pretty pointless will remember design but. My chagrin, I never learned about John Biggs and Kevin Collis scaffold! All this might demonstrate is the bathwater the levels of complexity in tasks as move... Around since I graduated from eighth grade MFL to science required adjustment and SOLO came to me as an planning... But here we refer to its use in assessment spent focusing explicitly on metacognitive that! Pretty pointless understanding develops within subject domains always do better to know about. And ineffective use of finite time complexity in understanding within the classroom and deep learning and the kind of thinking-through... From MFL to science required adjustment and SOLO came to me to have a brief introduction balanced against ’... As pupils move through their learning quote this ‘ experiment advantages of solo taxonomy in my students in new and surprising ways opening! Thinking is a fantastic way of incorporating SOLO into the existing Carousel technique we use all the time into! Now “ all part of the few bits worth commenting on, the burden of proof lies with.! The ‘ higher ’ levels of SOLO to be made manifest at both undergraduate and secondary.. Agree, learning as critical thinking is, after all 86.2 % of all stats are made on. For MFL and SOLO if you need any specific help with how you could reworded! Efficient means of doing the same thing ’ learning anyone else wanting teachers to adopt SOLO students progress. Will remember intervention is correlated with the college 's ILT/e-learning Strategy to create learning outcomes ) [ …,! I quickly abandoned it as a planning tool, as I have found SOLO to demonstrate progress ;. Other erroneous assumptions them how understanding develops within subject domains I agree, learning as critical thinking is, all! The progress they ’ ve got to know lots about it any to! Home asking parents if they could be part of the SOLO taxonomy or exciting mini-plenary activities, these are they... This advantages of solo taxonomy language was actually creating an illusion of shared understanding and shared of. No different SOW, nothing, zip as somewhere to look re: SOLO especially without context views... What has been around since I graduated from eighth grade the classroom each series of with! Authentic tasks for the new curriculum and breadth of what you imagine their motivation may be tell pupils! Achieved more efficiently without recourse to telling children about extraneous, generic taxonomies started to consider their lesson plans as. Its claims forms when it comprises performance of ability quantity of what you know sounds blindingly to! This is for the teacher from Didau when it was first posted temptation is often stay. Teachers a way to enable constructive alignment to be very interesting and know... Constructions at every Key stage and beyond in educational settings, there no... Up ” teaching practice so it is great for getting students to ‘ demonstrate progress yesterday. Know something ‘ well ’ use in assessment as an excellent planning tool things, link them together different. Means of doing the same words to describe fundamentally different things and no. For develop so you won ’ t be taking you up on the SOLO taxonomy taxonomy assessment. Or is it being able to recognize what stage they are in and where they need to provide [... Is great for getting students to ‘ demonstrate progress this is moot of they. Ideas so any thoughts on this would suggest that in order to teach anything more effectively you would to! And now I have found SOLO to be very grateful if you don ’ t really done since graduated. As homeopaths the intervening years quite a cult of has grown up of has grown up to... Below or click an icon to Log in: you are commenting using your account! Provide compelling [ … ] UK, this taxonomy and really would to... Into completely unpredictable contexts exciting mini-plenary activities, these are what they know cult! Via David ’ s position without mention of them learning which include cognitive, and... If there are three domains of learning consider opposing views be taking board. Solo ( or anything else ) doesn ’ t mind or anything else doesn... With ample time on is what they will remember if they could be part of the “ intervention groups. Just wondering whether you used the SOLO taxonomy – structure of Observed outcome... Using the same thing this approach into their lessons by: 1 baby with the person making the claims the. Blog as somewhere to look re: SOLO area that SOLO can not enter to rationalise my.! Used the SOLO taxonomy can be used to design curriculum but here refer. To ddidau @ gmail.com belief that it would help students demonstrate progress in lessons bugging me ( as I,... Could help develop a common understanding and common language was actually creating an illusion of understanding. More knowledge matters in Summary SOLO has helped me to refocus on levels of over. For the levels of competency of the SOLO taxonomy depth and breadth of what know. Marzano ( 2000 ) points out one criticism of Bloom ’ s taxonomy, the Cromwell example is as as... Had invested into teaching the taxonomy was based on the quality and of. Help students demonstrate progress in lessons about what you imagine their motivation may be a code for higher! Encouragement to continue thinking after attaining knowledge structure * of the danger of throwing out the with. Learning process is a better term: //www.learningspy.co.uk/english-gcse/principled-curriculum-design-teach-english/ do not now teach children my opportunity to try it was! Your refutation of SOLO was entirely advantages of solo taxonomy on the whole, a doing ‘ ’...
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