Using SOLO Taxonomy to raise the quality of learning

to “out of this world.”

For learning to be successful, it needs to be

• focused

• meaningful, purposeful and utilised

• linked to other knowledge

• reflected upon

• sustained over time

Structure ofObservedLearningOutcomes

Unistructural MultistructuralPrestructural Relational Extended Abstract

When a tree grows, the roots grow down into the soil, and a trunk begins growing above. From this trunk grow branches, twigs and leaves.

The roots of a tree anchor it firmly in the ground and absorb nutrients and water from the soil. Plant leaves absorb carbon dioxide, pull water up through their roots and use light to make sugar (photosynthesis). Plants use the sugar to grow. Plants give off oxygen as a by-product. The green parts of the plant make the sugar and oxygen. In winter some trees lose their leaves as the nutrients move down into the root systems as light and warmth diminish.

A tree has a trunk, leaves and fruit.

This is a Tree

Activity: In groups discuss what a tree would be like at each level.

Individually, in each your 5 spaces, draw a tree representing a level of SOLO, and write a statement about the tree at that level. Be ready to share in approx 10 minutes.

The tree has an important role to play in the survival of the planet. If, for example, we cut down rainforests or clear native bush to develop an exotic forestry industry, we risk irreversible damage to our planet. How will our planet renew its atmosphere if we remove most of the trees? What effect will it have on birds and insects, and how will that in turn affect us? What do we need to think about here?

Comparisons of Taxonomies that indicate developmental stages for Learning

Simple Rubric SOLO Taxonomy Bloom’s Taxonomy Classroom Cues

Students can self assess themselves against the co-written criteria and identify their next step in learning to achieve the expected goal.

Structure ofObservedLearningOutcomes

The most-used of the domains, refers to knowledge structures (although sheer “knowing the facts” is its bottom level). It can be viewed as a sequence of progressive contextualisation of the material.

Evidence in the classroom/learning programme.What will we see/hear/feel in the learning space as evidence.

Novice – Unconscious Incompetent

Pre-structural: here students are simply acquiring bits of unconnected information, which have no organisation and make no sense.

Knowledge (Remembering)list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who , when, where, etc.

Observation and recall of factsKnowledge of dates, events, placesKnowledge of major ideasMastery of subject matterList detailsRemember information

ApprenticeConscious Incompetent

Unistructural: simple and obvious connections are made, but their significance is not grasped.

Comprehension (Understanding)summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Examples givenImportant details restatedExplanation of how something worksUnderstanding informationGrasp meaningTranslate knowledge into new contextInterpret facts, compare, contrastOrder, group, infer causesPredict consequences

PractitionerConscious Competent

Multistructural: a number of connections may be made, but the meta-connections between them are missed, as is their significance for the whole.

Application (Applying) apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Most important details selectedInformation organisedShow how something worksMake something workUse informationUse methods, concepts, theories to new situationsSolve problems using required skills or knowledge

ExpertUnconscious Competent

Relational level: the student is now able to appreciate the significance of the parts in relation to the whole

Analysis (Analysing) separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Connections made between this and other things, cause and effectParts of the whole are examined and put into correct groupsSeeing patternsOrganisation of partsRecognition of hidden meaningsIdentification of components

Extended abstract level: the student is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles and ideas underlying the specific instance.

Synthesis (Synthesizing)combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if? Compose, formulate, prepare, generalize, rewrite

A better way of doing thingsSomething has been redesigned or blended together with the old and the newA hypothesis or prediction has been madeUse old ideas to create new onesGeneralize from given factsRelate knowledge from several areasPredict, draw conclusions

Evaluate (Evaluating)assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Pointing out strengths and weaknessesEvaluating its clearness, accuracy, valueConvincing others of its value/worthCompare and discriminate between ideasAssess value of theories, presentationsMake choices based on reasoned argumentVerify value of evidenceRecognise subjectivity

Structure ofObservedLearningOutcomes

It describes level of increasing complexity in a student's understanding of a subject, through five stages, and it is claimed to be applicable to any subject area.

Where are you?

Self Assessing:

What do you need to do to move to the next step?

•SOLO is a true hierarchic taxonomy – increasing in quantity and quality of thought

•SOLO identifies five stages of understanding. Each stage embraces the previous level but adds something more.

•SOLO is a powerful tool in differentiating curriculum and providing cognitive challenge for learners

•SOLO allows teachers and learners to ask deeper questions without creating new ones

•SOLO is a powerful metacognitive tool

Why use SOLO?

Surface and Deep Thinking

•Unistructural and multistructural questions test students’ surface thinking (lower-order thinking skills)

•Relational and extended abstract questions test deep thinking (higher-order thinking skills)

•Use of SOLO allows us to balance the cognitive demand of the questions we ask and to scaffold students into deeper thinking and metacognition

Key Competency: Managing Self Prestructural l Unistructural ll Multistructural lll Relational lll+Extended

Abstract

Needs Teacher assistance

Definition identifies one relevant idea

Definition identifies several relevant ideas

Definition identifies several relevant ideas and links these to the whole

Definition identifies several relevant ideas and links these to the whole. Taken into another context.

Create an Assessment Rubric For

“Sporting A Dream” As an example of the

Inquiry Process in learning.

Assessment for “Sporting a Dream”: Prestructural l Unistructural ll Multistructural lll Relational lll+Extended

Abstract

Needs Teacher assistance

Definition identifies one relevant idea

Definition identifies several relevant ideas

Definition identifies several relevant ideas and links these to the whole

Definition identifies several relevant ideas and links these to the whole. Taken into another context.

Planning a Unit: (Using Coded Thinking Interventions) Prestructural l Unistructural ll Multistructural lll Relational lll+Extended

Abstract

Needs Teacher assistance

Definition identifies one relevant idea

Definition identifies several relevant ideas

Definition identifies several relevant ideas and links these to the whole

Definition identifies several relevant ideas and links these to the whole. Taken into another context.