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SOLO TAXONOMY.ppt - Wikispaces

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					                      SOLO TAXONONY
                 Overview
                                                   Pre-Structural
                    Use
                                                   Uni-Structural
                  Thinking
                                                  Multi-Structural


               3 Story Links                         Relational

                                                 Extended Abstract
             Example Hoi An




Prepared by Mike Whiteman: Waitomo ICT Cluster
SOLO stands for Structure of the Observed Learning Outcomes
and was developed by John Biggs and Kevin Collis.


In simple terms, the taxonomy presents a systematic way to
describe how learner performance grows in complexity when
mastering tasks (in an educational setting). It defines levels of
increasing complexity in a learners understanding of an idea.
Learners may not exhibit all stages. Biggs describes it as “a
framework for understanding understanding.”


It seeks to provide a way to identify connections that learners
make, with each level adding more.




                                                     MENU
Helping learners to look at their own work in relation to this
taxonomy can help in two ways:


 * an assessment framework independent of ‘content knowledge’
 * a model to help show how a piece of work can be improved




                                                    MENU
If you are using rubrics and/or success criteria, then use of the
SOLO Taxonomy may be more productive educationally, because
thinking about the structure responses may provide better
understanding of ideas than the listing of specific knowledge bytes.




As such, it can help learners develop an understanding of thinking,
rather than knowing of thinking.




                                                     MENU
QUANTITAVE                                        Pre - Structural

 the point hasn’t been understood

 the task has not been worked on in an appropriate way

 a too simple way of going about something has been used

 bits without any organisation or sense

 irrelevant information

 no meaningful response

 may appear to be learning, but just ‘chanting’

 no understanding


 misses the point

                                                   MENU
QUANTITAVE                                    Uni - Structural

 one aspect of a task is picked up and used

 maybe a simple, obvious connection but no significance attached

 only focuses on one relevant aspect

 terms may be used but are not developed further in any way

 focuses on one issue in a complex case




 identify, memorise, carry out a simple procedure

                                               MENU
QUANTITAVE                                    Multi - Structural

 several aspects of a tasked picked up and used, but not linked

 aspects of a task are treated independently and additively

 aspects like a disorganised list with no relationships recognised

 a number of statements that are not built on in any way

 if there are connections they are very simple

 the significance of statements as a whole is not grasped

 ‘knowledge telling,’ ‘cut and paste’

 described by Biggs as “seeing the trees but not the wood”


 enumerate, classify, describe, list, combine, do algorithms

                                                 MENU
QUALITATIVE                                        Relational

 integration of ideas/aspects of the task into a coherent whole

 this is usually seen to be an adequate understanding of a topic

 significance of the parts in relation to the whole is recognised

 several parts are integrated into a coherent whole

 details link to conclusions

 meaning is understood

 able to apply a concept to a familiar situation




 compare/contrast, explain causes, analyse, relate, apply

                                                   MENU
QUALITATIVE                                   Extended Abstract

 connections are made not only within a topic, but beyond it

 there is transfer from the specific to the general

 generalisations are made beyond the information given

 new and broader issues are identified

 the ‘through the roof’ notion of the Three Story Intellect model

 the Relational level at a higher level of abstraction




 theorise, generalise, hypothesise, reflect, generate

                                                  MENU
 3 Story Intellect     SOLO Taxonomy       Surface - Deep
                                             Learning

INPUT                Pre-Structural      Surface    Deep

                     Uni-Structural

                     Multi-Structural


PROCESS              Relational



OUTPUT               Extended Abstract




                                             MENU
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 Pre - Structural    dunno
                     Trenches were made so that the
                     power and phone lines would be
 Uni - Structural    under the streets in Hoi An.
                     digging a hole
                     making a trench
                     Just as the Cu Chi tunnels were
                     Trenches were made so that the
Multi - Structural   lots of hiding place in the
                     a safe wires
                     power and phone lines would be
                     Americanpretty
                     Hoi Anthe war, these Hoi An
                     under is streets.
   Relational        tunnels make communication
                     safer and help restore the
                     Hoi An is starting to look like it
Extended Abstract    natural beauty of the town.
                     did years ago.




                                          MENU

				
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posted:9/3/2012
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