I am responsible for all the libraries and learning resource centres along with the college's ILT/e-learning Strategy. Oops! H��� PW��s�y�\PQqC����s7R�hY3�R��1cwWԉ[�qCqO��}�W��D��5 Regular readers will know that I’ve devoted a fair amount of time to investigating how SOLO can be used to help students learn more efficiently. This being the case, don’t we have a duty to do more than just cover the content? bringing in ideas, making links, insight. My problem with Bloom’s Taxonomy is not the same as Doug … Really? }��]�� ��0�f���I�s�v�y�漘�q The teachers thought that SOLO was logical and a great framework for developing student thinking but found it difficult to put into practice when writing assessment tasks against the standard. You know I have. Likewise formative assessment – it’s just easier(for me anyway) to do it differently. This disadvantage can be overcome by having students do lots of complex problems on their own but this means that one of the main advantages (efficiency) is lost USES OF SOLO TAXONOMY It supports students to reflect on their own thinking. 31 0 obj <>stream And what should learning facts look like? Some topics (such as brain surgery!) I need time to add the resources for this.My first attempt at a revisional exercise using SOLO involved halved hexagons.Students worked in pairs and were presented with a series of halved hexagons. In MFL teaching, the temptation is often to stay at word level for long periods of time. It’s true that it’s much easier to teach from the front with worksheets and Power Points, leading students through carefully prepared lessons. I’d love to hear your thoughts having experimented with it somewhat. I tried several ways to get them to comment on the geography but this was still pretty poor. If, the logic goes, you only have 1 or 2 hours per week you need to spend it delivering content. H����r۶ǟ����-���ˤ�9��E3�{���$�$��T��� )t����4�.v�������b��B�?��U�)���{�/F�j��a .K��� If time is precious, reduce you curriculum. I then used it with GCSE and A Level revision to think about about how to get those A-A* answers where in geography linking ideas and being explicit about cause and effect are key. Learn how your comment data is processed. This is not an attack on ‘mere facts’. • Biggs, J. About moodlemckean I am the Learning Resources and ILT Development Manager at Bolton College, in north west England. Critique of the SOLO Taxonomy Model. We investigate how the formulation of ILOs using the SOLO Taxonomy gives information about competence progression, educational traditions, and the nature of various science subjects. endstream endobj 20 0 obj <>stream When I have been talking with staff who for some reason or other have had a knee jerk reaction to SOLO or haven’t thought about it. Many educators have a mistaken view of the Taxonomy and the levels in it, as the following errors suggest. He also had post it notes to use as … ��.��5k��r�z�Q�=4?_@k�/�xT����0`K�?dl�a��*c��B�����ρ�&*_��A�����t���c��3����U�6C"BCh��`�Q�;����,��g�j�>4$�{EF�y:�������8i���]�+ ə���� ���^�U�U��Dy�E����fLB��)>}14�Ћ,��®doGۃAEEE%s�;�* �WJݕ��W�ǥ�.L�����)�. 3 Summative testing 26 Working backwards from GCSE 27 Moderation 28 Special school assessment developments 29 Section six: Development of software for tracking progress 31 Section seven: Outcomes and impact for … If they can’t read well then they’re not going to be in a position to make much use of the vast quantities of knowledge available to us at the push of button. But I just don’t buy that this is more efficient. But consider this: what are the learning outcomes we’re hoping to see? The value of people pointing out their limiting beliefs is it challenges us to clarify our own thinking as you have done here and I found it really useful to read. There are real and obvious advantages to direct instruction. Amassing knowledge (the multistructural level of understanding) is crucial to any attempt to deepen students’ understanding of a topic. SOLO Taxonomy. click to view a bigger version. endstream endobj 17 0 obj <> endobj 18 0 obj <>/ProcSet 30 0 R>>/Rotate 0/Type/Page>> endobj 19 0 obj <>stream But if that’s all we’re doing we might have a problem. – The teacher can get through the curriculum (content). – It assumes that we must learn simple tasks before complex ones, and that only measurable learning is worthwhile h�b```".ɢ� �� �@���q��anG������82:X: b@���$����"�A�0-a/j (� �f�d`jZ By all means don’t use it, but please don’t use lack of time as your excuse. It helps students to reflect meaningfully on what the next steps in their learning are. If they don’t know enough about a subject they won’t make any progress. SOLO Taxonomy. Google’s great and all – but there’s all sorts of evidence which demonstrates why we cannot just outsource our memory to a server. If we don’t, we simply won’t know enough to recognise what else we might need to know. But, I do find it much harder to differentiate effectively with whole class teaching. It identifies five levels of learning, which increase in skill at each stage. the next question is how they make that visible to the students. You will receive notifications of new posts by magic. thinking? 6�̓�v�+:-�ӏ���A[�Oal�Z�� I have been working with a core group of teachers using SOLO to design quality assessment tasks. SOLO Taxonomy (Biggs & Collis, 1982), provides teachers with a common understanding of the learning process, through an overview of learning outcomes produced by students and can be used in … broader links to accessibility, perspectives, significance to the whole, transfering the concept to another setting, predicting) = Extended abstract. All true, but what are the disadvantages? (2009). I’m thoroughly convinced that we all need to learn things. However, when I got them to think about the SOLO level a pupil was working at this was much easier for them and they could see the benefit (and difficulty)of moving from multi-structural to relational. As for my time consuming methods, using SOLO stations to differentiate means that students can make decisions about where to access a lesson based on their prior knowledge and not waste their precious time on stuff they already know. Take what works, leave what doesn’t. endstream endobj startxref One model that might prove more useful is the Structure of Observed Learning Outcome (SOLO) taxonomy. Disadvantages include: The model doesn’t take into account difficulty of topics themselves. What ever they reply it probably is aligned to a SOLO framework. Hywel Roberts – Oops! If I teach answers students will know facts. Advantages and Disadvantages of Bloom’s Taxonomy 2 Learning occurs in various forms when it comprises performance of ability. And arguably the greatest weakness of the Common Core Standards is to avoid being extra-careful in their use of cognitive-focused verbs, along the lines of the rationale for the Taxonomy. 5 Common Misconceptions About Bloom’s Taxonomy The point about retention flies in the face of the evidence, and looks like wishful thinking on your part. many many facts will be learned along the way. – It’s harder for teachers to make allowances for the fact that students will have different prior knowledge and this may result in teachers being unaware of why particular students struggle The unfortuate consequences of Bloom’s taxonomy — Roland Case, Executive director, The Critical Thinking Consortium “Research & Practice,” established early in 2001, features educational research that is directly relevant to the work of classroom teachers. More on this: What is Bloom's taxonomy? At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start. 0 Bloom’s taxonomy is a skeleton that was constructed to categorize the goals of any curriculum in terms of explicit and implicit cognitive skills and abilities. Because of this I get students to interact differently with information I want them to understand. taxonomy. Particularly with retention. Yes we want them to know stuff, but do we also want them to be able to see relationships between the stuff they’ve learned? Easy to do in NZ as we have a standards based system that allows us to make up our curriculum. And as an aside, there is absolutely no reason why using SOLO to design learning outcomes shouldn’t complement a teacher’s use of direct instruction. ) ��� { �/F�j��a.K��� if time is precious, reduce you curriculum prove more useful the... 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