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. Hi. It would seem to me to be self-evident that the higher levels are dependent on what you know and understand and this would suggest to me that SOLO is being misused in schools. It made students’ progress from ‘just knowing’ facts to seeing connections very visible. I will, of course, be taking on board what has been said in this blog post before delivering the CPD! For example, in my country, it has only just been introduced! The more serious criticism is that it is an inefficient and ineffective use of finite time. 3. Interestingly people are still quoting your blog as somewhere to look re: SOLO. I have problem with this – the issue comes when we invest time on getting students to identify that they have been relational or whatever. in a nutshell – SOLO Stations is a fantastic way of incorporating SOLO into the existing Carousel technique we use all the time! Knowledge, therefore, permeates across all levels of the SOLO taxonomy. I just see it as a a natural progression of how we learn…and the solo just adds symbols to these stages. Admittedly, when we first begun researching about the taxonomy, we did find it difficult to understand and … Thinking is, after all, a doing ‘thing’. There’s enough people telling others what they should or shouldn’t think about our profession; I’m not going to add to that. Oversharing can be bad! 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. There are several advantages of the SOLO model over the Bloom taxonomy in the evaluation of student learning.These advantages concern not only item construction and scoring, but incorporate features of the process of evaluation that pay attention to how students learn, and how teachers devise instructional procedures to help students use progressively more complex cognitive processes. What I do know is that SOLO is qualitative not quantitative and changing the mindset of teachers who are used to giving marks, scaling and grades instead of the levels of pre-structural, to uni-structural, multi-structural, to relational and the extended abstract is going is not going to be easy. 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. 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. Hi Rebecca – I’m afraid I’ve done absolutely nothing for MFL and very little for SOLO , A really enjoyable synopsis. […] Why I changed my mind about the SOLO taxonomy. Disadvantages of Bloom's Taxonomy Model 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. Do we want to burden students with the background pedagogical rationales – surely this is for the teacher? 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. Much to my chagrin, I decided it did not. I looked at how convincing your refutation was, And it wasn’t. Telling the kids that we where doing something different and special improved their performance. The SOLO Taxonomy is divided into five levels of understanding. SOLO Taxonomy. Although it has received criticism, most notably from David Didau in this post, I believe it has a lot of positive aspects. 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. Verbs are the functional neuro-muscular elements of effective language and thinking. It made sense to me but as I do not now teach children my opportunity to try it out was not available. No need to be explicit with the pupils about SOLO as such and of course the extent to which they meet the criteria will depend on how much they know and understand in relation to the particular design without make task. And may not agree with the Didau of tomorrow. What’s interesting is the content. Developing resour… I teach teachers and I have a brief introduction balanced against Bloom’s, which I gladly show is not a taxonomy. Solo stands for "structure of the observed learning outcome". Very recently, I attended a workshop/training on this taxonomy and really would like to know more about it. Finally, and perhaps most importantly, SOLO is about verbs. Nothing novel about it. Of the few bits worth commenting on, the Cromwell example is as confused as it is confusing. Success, in my experience, requires a more thorough approach. Whether I’m right or wrong about any of this is moot. SOLO was developed by Biggs and Collis in 1982 and to me this seems to be a bit outdated yet it hasn’t yet become famous. If I accept that learning takes time and needs to build on a firm foundation of knowledge, then there really isn’t any value in prompting students to show they’re able to move from multi-structural to extended abstract in a single lesson. I think that privileging the ‘higher’ levels of SOLO over the lower ones completely misses the point! 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. Would it work over a longer time frame than a single lesson? 3. Whilst this post isn’t directly related to SOLO, it does address the need to provide compelling […]. This can feature in the conversation, which would include discussing with the pupil their knowledge base and perhaps that might reveal that he or she needed to know more in which case there was extra knowledge to acquire or that in fact he or she knew more than it appeared from the design justification in which case the lesson would be about making better use of what you know. The answer, of course, is to go back to our store of knowledge and correct the misapprehension. Class 1 & 2 by Teacher A and Class 3 & 4 by Teacher B. I agree that “teaching pupils how to analyse in isolation is pretty pointless”, but isn’t that exactly what the SOLO model can help us avoid? And if this sounds blindingly obvious to you, consider the […], […] taxonomy  here though David Didau has some advice on using it more for planning than the students here ) What value if any do the other student ideas have ? Teachers can incorporate this approach into their lessons by: 1. 2. […], I have never used SOLO so am not here to defend it. SOLO might very well be useful for teachers to effectively  plan learning outcomes – indeed, for sometime after I stopped referring to it in lessons I continued to find it useful to refer to SOLO levels to help me think about progression – but I have concluded that the tricks and gimmicks involved in explicitly teaching students about the taxonomy should be bypassed so we can concentrate on expanding domain specific knowledge. Whilst it’s hilariously flattering to be compared to Henry VIII, the rest of Craig’s blog is snide ad hominem and pretty easy to pick apart. I call this a “pseudo-intervention” and I firmly believe that initiatives such as SOLO achieve the same – tell the kids it’s something special, the teacher is excited and it looks new and shiny — in the short term it looks like things have “improved” – but I have yet to see any evidence based research to suggest that most initiatives out there actually achieve anything in the long term – above and beyond high quality, personalised teaching and learning. Setting up ” teaching practice so it is ‘constructivist’” is, on the whole, a bit silly. I am a doctoral student as well as an educator who has been appreciative of (perhaps ‘hooked’ onto) the use of SOLO taxonomy in the area of development and ‘levelling’ of specific learning outcomes that lend these outcomes to ‘easier’ assessment. As much as we are used to plug-and-play with our technology, it is clear that we can’t do the same with interventions in the classroom. A classic example of the Hawthorne Effect! Has wide applications in business arena, especially in training and development field. Exciting possibilities about how I might design lessons to encourage pupils to respond in new and surprising ways were opening up before me. … Developing me, in order to further developing thinking in my students. Can I quote this ‘experiment’ in my new book? Fill in your details below or click an icon to log in: You are commenting using your WordPress.com account. In the study, a new item format was designed and a new criterion framework of assessment based on Biggs’ SOLO Taxonomy was developed. The only difference is the quality and quantity of what they know. SOLO Taxonomy. the SOLO Taxonomy What is a Learning Outcome? 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. I like the quotes. You say “My claim is that the successful implementation of an intervention is correlated with the implementers quality of knowledge regarding that intervention. Advantages and Disadvantages of Bloom’s Taxonomy 2 Learning occurs in various forms when it comprises performance of ability. 2. I’m not saying Solo (or anything else) doesn’t work. I’m also dubious of this: “And with greater Metacognition comes greater motivation to learn.” How do we know that? That’s the whole point of critical thinking/creativity. Set a reminder in your calendar. For example, it has helped me to refocus on Levels of thinking that are emphasized. Thank you again. Just the other day at a PiXl conference in London someone suggested it! Perhaps I can suggest that you make yourself aware of the difference between refutation, rebuttal and denial. I got somewhat confused (and disheartened somewhat) when I read the blog from Didau when it was first posted. While it doesn't concern flowers, Bloom's Taxonomy has much to do with helping intellectual growth to blossom. The points you make can all be achieved more efficiently without recourse to telling children about extraneous, generic taxonomies. It is impossible to differenciate their level of thinking from the quantity of their knowledge. “Evidence” from surveys or correlational research is not a basis for action.”. There have however, been other interesting things I learned. I really appreciate your analyses, meta-analyses perhaps is a better term. Assessment should, therefore, be authentic tasks for the discipline or profession. 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