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SOLO
Taxonomy
What is it?

SOLO (Structure of Observed
Learning Outcomes) is a model of
learning that helps develop a
common understanding
&language of learning that helps
teachers (and students)
understand the learning process.
Volunteers!
5 typical ways to answer a question

                        Unistructural
                       I have one idea
                          about this
                           subject
  Prestructural                              Multistuctrural
  I’m not sure                                I have several
   about this                                ideas about this
     subject                                      subject

          Extended abstract           Relational
          I can look at these    I can link my ideas
          ideas in a new and        together to see
             different way.        the big picture…
With SOLO we can…
• thoughtfully design learning intentions and learning
  experiences
                   How can sentence structure make your
                            writing interesting?

                       What are the effects of varying
                          sentence structures?
                             What do you know
                             about sentences?




To understand the purpose of varying sentence structure
With SOLO we can…
• identify and use success criteria which enable
  students to make meaningful progress

To understand how power is presented in Macbeth

• I know several things about power in Macbeth
• I can find connections between the things I know
• I can suggest reasons why Shakespeare might have
made these choices
With SOLO we can…
• provide feedback and feed forward on
  learning outcomes which is simple to
  understand and straightforward to act on.

Feedback: “How have you demonstrated that your
knowledge is multistructural?”

Feed forward: “What do you need to do to make it
relational?”
With SOLO we can…
• reflect meaningfully on what to do next
“OK, so my work isn’t relational yet. How can I
  connect what I know?”

                                    Language of
         Progress
                                      learning

                                                   Deep &
                    Understanding                  surface
                                                  learning

                                      success
        Knowledge
                                      criteria
The language of learning
SOLO level     Verbs
Unistructural  define, identify, name. draw, find, label, match,
               follow a simple procedure
Multistuctural describe, list, outline, complete, continue,
               combine
Relational     sequence, classify, compare & contrast, explain
               (cause & effect), analyse, form an analogy,
               organise, distinguish, question, relate, apply
Extended       generalise, predict, evaluate, reflect,
abstract       hypothesise, theorise, create, prove, justify,
               argue, compose, prioritise, design, construct,
               perform
SOLO vs Bloom’s
• SOLO is based upon a theory about teaching
  and learning rather than a theory about
  knowledge, (Hattie and Brown, 2004)
• Bloom’s is good for teachers: planning,
  questioning & checking learning
• But not great for students:
  I’ve done applying sir, can I move on to
  analysis now?
• Progress is not implicit with Bloom’s
SOLO is better because:
• It’s a formative tool – provides useful feedback
  and makes next steps clear
• It’s a useful assessment tool – clear links with
  mark schemes
• It focuses on progress
• It describes the learning outcome
Making it visible
Next steps
• http://taitcoles.wordpress.com
  /

• http://lisajaneashes.edublogs.o
  rg/

• http://learningspy.co.uk/

          @LearningSpy

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Solo 101

  • 2. What is it? SOLO (Structure of Observed Learning Outcomes) is a model of learning that helps develop a common understanding &language of learning that helps teachers (and students) understand the learning process.
  • 4. 5 typical ways to answer a question Unistructural I have one idea about this subject Prestructural Multistuctrural I’m not sure I have several about this ideas about this subject subject Extended abstract Relational I can look at these I can link my ideas ideas in a new and together to see different way. the big picture…
  • 5. With SOLO we can… • thoughtfully design learning intentions and learning experiences How can sentence structure make your writing interesting? What are the effects of varying sentence structures? What do you know about sentences? To understand the purpose of varying sentence structure
  • 6. With SOLO we can… • identify and use success criteria which enable students to make meaningful progress To understand how power is presented in Macbeth • I know several things about power in Macbeth • I can find connections between the things I know • I can suggest reasons why Shakespeare might have made these choices
  • 7. With SOLO we can… • provide feedback and feed forward on learning outcomes which is simple to understand and straightforward to act on. Feedback: “How have you demonstrated that your knowledge is multistructural?” Feed forward: “What do you need to do to make it relational?”
  • 8. With SOLO we can… • reflect meaningfully on what to do next “OK, so my work isn’t relational yet. How can I connect what I know?” Language of Progress learning Deep & Understanding surface learning success Knowledge criteria
  • 9. The language of learning SOLO level Verbs Unistructural define, identify, name. draw, find, label, match, follow a simple procedure Multistuctural describe, list, outline, complete, continue, combine Relational sequence, classify, compare & contrast, explain (cause & effect), analyse, form an analogy, organise, distinguish, question, relate, apply Extended generalise, predict, evaluate, reflect, abstract hypothesise, theorise, create, prove, justify, argue, compose, prioritise, design, construct, perform
  • 10. SOLO vs Bloom’s • SOLO is based upon a theory about teaching and learning rather than a theory about knowledge, (Hattie and Brown, 2004) • Bloom’s is good for teachers: planning, questioning & checking learning • But not great for students: I’ve done applying sir, can I move on to analysis now? • Progress is not implicit with Bloom’s
  • 11. SOLO is better because: • It’s a formative tool – provides useful feedback and makes next steps clear • It’s a useful assessment tool – clear links with mark schemes • It focuses on progress • It describes the learning outcome
  • 13. Next steps • http://taitcoles.wordpress.com / • http://lisajaneashes.edublogs.o rg/ • http://learningspy.co.uk/ @LearningSpy