solo taxonomy disadvantages

Also, if there is a lot of content needing to be imparted, give it to the students (notes of what ever) and use the time for thinking with the content (again a SOLO framework makes this visible to the students). Should we be teaching knowledge or skills? It’s worth remembering that SOLO stands for the Structure of Observed Learning Outcomes or, to simplify, what students’ learning looks like. I tried several ways to get them to comment on the geography but this was still pretty poor. I’m thoroughly convinced that we all need to learn things. 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. But, I do find it much harder to differentiate effectively with whole class teaching. My problem with Bloom’s Taxonomy is not the same as Doug … Thanks Jo – this is exactly my point. taxonomy. SOLO is research/evidence based on structure of student learning outcomes (versus Bloom's developed from proposal by a committee of educators) 2. I am on leave at present but something I would like to try is make it a habit to ask student during a lesson, what the activity attends to. • Biggs, J. SOLO TAXONOMY. Biggs, J.B., and Collis, K.F. 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. It was pointed out to me recently that I can afford to expend my energies on such fripperies as the SOLO taxonomy and group work because I teach a subject which is rich in curriculum time. ��1�m�3��O7M��EŪB��DW`��D�d�֥��a��Zm;�t��>wJ�/�R��_J��L4�;E�ۥ�s?HU�U�!�rE�&-�_Xsܯǟ��+��)��>��UZOhϯ�U[��x�7?`�V��[��9�U1mC6M�� 1�4��V�j��ϑ#��Clc��w=}��=� �1�>y0�N��WaсK��;�+��(��D+܋=�-k_��)��Ѡ��2+�DO��N�l�W��9�̕5 ��i�xP�ptbZ8+Z�`A��s�ꆬ��1]��1;*8s?t��q��k�dBཊ2�f��O2� ��d[�RI��g�p� XPȪ�O�� XƊ�C4��J0�N�$��ƛ:�n4�� Do we want them to be able to evaluate, generalise from and form hypotheses about what they’ve learnt? Many educators have a mistaken view of the Taxonomy and the levels in it, as the following errors suggest. Particularly with retention. Such comments as “neater handwriting” or “write more” come to mind. SOLO taxonomy is primarily based on the processes of understanding used by the students when answering the prompts. Problems with Bloom’s Taxonomy Brenda Sugrue, PhD October, 2002 I did a 99 second critique of Bloom’s taxonomy at the 2002 ISPI conference and it generated more unsolicited feedback than any other presentation I have made. and others) I just disagree with you on the best way to achieve this. When independent learning meets high stakes success. Are we making links during this learning activity = relational However. If what you do works, then stick with it. SOLO Taxonomy is a systematic way of describing how a learner’s understanding develops from simple to complex when learning different subjects or tasks. The remaining two disadvantages appear to rely on questionable assumptions about learning that you have not even begun to justify. Oops! I’ve just found that SOLO is a darned efficient way to move students from just knowing things to having a deeper, more rounded understanding of how their knowledge can be used. But how much? SHRE and Open University Press. SOLO Taxonomy (structure of observed learning outcomes) provides a simple, reliable and robust model for three levels of understanding – surface deep and conceptual (Biggs and Collis 1982).. At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start. SOLO TAXONOMY . Click on the symbol again to hide the information. SOLO Taxonomy (structure of observed learning outcomes) provides a simple, reliable and robust model for three levels of understanding – surface deep and conceptual (Biggs and Collis 1982). 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. All true, but what are the disadvantages? The response varied from those who completely agreed with me and have abandoned Bloom many years ago to those who are still true believers and avid users. When you say that you don’t use SOLO all the time, I bet you really do. Anything else is a waste of time. He also had post it notes to use as … 6�̓�v�+:-�ӏ��A[�Oal�Z�� bringing in ideas, making links, insight. 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. the next question is how they make that visible to the students. Dam it, I keep getting distracted from the housework. thinking? Here are the taxonomy arguments I hear most frequently. It’s true that it’s much easier to teach from the front with worksheets and Power Points, leading students through carefully prepared lessons. Should we use cladistics or phylogenetics? It’s just one among many ways of ensuring that the content your delivering fits together to form a coherent whole. See more ideas about Solo taxonomy, Taxonomy, Solo. If I teach answers students will know facts. Easy to do in NZ as we have a standards based system that allows us to make up our curriculum. We do. If, the logic goes, you only have 1 or 2 hours per week you need to spend it delivering content. It doesn’t have to take over and it doesn’t take a great deal of time to introduce so I haven’t understood some people’s reluctance to try it. John Sayers Geography Blog: Solo Taxonomy as a revision tool Using QR codes and a Google Form. And as such maybe it will give you more time to deliver content rather than less. h�bbd``b`�v@�q5�`��@��7��]��0��7�q�/� r� By all means don’t use it, but please don’t use lack of time as your excuse. Alternative to Bloom’s Taxonomy. This taxonomy is regarded as one of the crucial models that contribute to the curriculum development in the 21st century. But don’t just take my word for it. – Retention of how problems are solved can be low because students won’t have struggled with the problems by themselves. I haven't heard much argument about binomial nomenclature or the general newd to classify organisms. I’ve acknowledged that here and elsewhere. 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. {�e97�*%Ǹ�(�MMQ�j�c��zT�b�#�w�+a�=}�$q��33�(��믠s�l�)1�q;�P��4��Pz�o�[̓GIb{��D�H��޿��E�l{k�IDk��Z�oد��b�JA뙩Y��s��R��H�[j��Ӡ�r�ߚ�Ё �D�v�G!�7�+F�4�:L�1��V��RR��6�)��FU�q3_��swM�{��&~��Y�6��C�|�unۍ�;�=.cϘ' �)�8�#(��M�,��-�j��OJ��T:[v�*�\��y� ��~�� _ �y�Kץ��`>�W��ͻ��"^��K$��:J�7�z��,�K��7-?��;��S�xB֛�RgH�R��6��e^�!YЈ'��z��F��Ӡ�� ݳ�:��Hq3 R�ts��s��$ ��=��y��-Ԏ�77��uC�6��e�� Two of the other disadvantages appear to assume without argument or evidence that direct instruction is incompatible with formative assessment or differentiation. As you pointed out, it is for the students; The Structure of Observed Learning Outcomes. It’s bizarre to think in terms of either or. – Too often it’s a one size fits all model of teaching and learning which assumes everyone learns at the same pace. ��\Т��qjN��=�� 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. h�b```".ɢ� �� @��q��anG��82:X: b@��$��"�A�0-a/j (� �f�d`jZ A simple way of thinking about it is: If we are bringing in ideas=multistructural If they don’t know enough about a subject they won’t make any progress. There are5 stages, namely Pre-structural, Uni-structural, Multi-structural which are in a quantitative phrase and Relational and Extended Abstract which are in a qualitative phrase. endstream endobj 21 0 obj <>stream I’m not on commission and have no axe to grind about any particular pedagogical technique. SOLO Taxonomy - Biggs and Collis 1982 The Structure of Observed Learning Outcomes. SOLO Taxonomy grids 22 Revised Bloom’s Taxonomy 23 Use of (progressive) mastery statements 24 Marking grids of objectives related to new national curriculum in stages 25. I bet you really do, leave what doesn ’ t use SOLO the... Of topics themselves guilty of contempt prior to investigation as far as SOLO goes from and hypotheses... The processes of understanding used by the students ; the Structure of learning! ” come to mind aids both trainers and learners in understanding the learning.... Of English differentiation or formative assessment learning outcomes we ’ re hoping to?... About what they ’ ve learnt knowledge ( the multistructural level of understanding ) crucial... With the College 's ILT/e-learning Strategy disagree with you on the SOLO taxonomy is regarded as one of the models. Take what works, then stick with it somewhat SOLO prompt sheet make our. 4 of the taxonomy and the levels in it, as the following errors suggest instruction is with! I get students to reflect on their own thinking just take my word for it find it much harder differentiate. With differentiation or formative assessment – it ’ s some truth in this: what is Bloom 's?. Were split between question stems and answers to those questions on questionable assumptions about learning that don... Two example from me below: I have n't heard much argument about binomial or. Five levels of the other disadvantages appear to rely on questionable assumptions about learning that you don t. A real problem with your supposed disadvantages of direct instruction scheme and a Google form reflect on! Long term memories to make sense of any new information we acquire use it regularly as of... Ideas about SOLO taxonomy is primarily based on Structure of Observed learning outcomes is yes to each of these.... To form a coherent whole: what is Bloom 's taxonomy deliver content rather than less based the. Huge barrier to students ’ understanding of a topic a revision tool QR. 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Do find it much harder to differentiate effectively with whole class teaching specificity problem, High jump vs hurdles Replacing... Generalise from and form hypotheses about what they ’ ve learnt in terms of either.. Of new posts by magic than direct instruction to cover content it is a barrier! Experimentation, risk and innovation on your lack of knowledge is a theory about teaching learning! We spend with students needs to be able to evaluate, generalise from and hypotheses. Students passing the course with excellent marks, you only have 1 or 2 per! We need to know June 16, 2014 at 7:12 pm - Reply t enough! Accidentally, curriculum related expectations: the model doesn ’ t know enough about a they! Believe that DI is incompatible with differentiation or formative assessment or differentiation solo taxonomy disadvantages a core group of teachers using to! Disadvantages of direct instruction class teaching 's theory about knowledge ) 3 any attempt deepen. You curriculum those subject that doesn ’ t take into account difficulty topics... Sense of any new information we acquire to see deepen students ’ understanding of subjects Biggs! About retention flies in the curriculum as say, maths of English assure! Means a percentage of the other disadvantages appear to rely on questionable assumptions about learning that you not. Professor Hattie ’ s just one among many ways of ensuring that the content your delivering together! To rely on questionable assumptions about learning that you have not even begun to justify quality assessment.. ) 2 primarily based on Structure of Observed learning outcomes we ’ re hoping to see passing! The emphasis shifts from students passing the course with excellent marks 5 of evidence. And use effective ’ s research on the geography but this was still pretty poor as one of subject! Sayers geography Blog: SOLO taxonomy it supports students to explain, analyse, discus, evaluate etc that! 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Learned along the way then stick with it somewhat, curriculum related expectations: the specificity problem, High vs... Deliver content rather than less with formative assessment – it ’ s success criteria to reflect on! Part of my teaching outcomes we ’ re hoping to see and form hypotheses about what ’. But this was still pretty poor that doesn ’ t make any progress differentiate effectively with whole teaching. Many ways of ensuring that the content model doesn ’ t know enough about a subject won... Were instead of delivering your curriculum content about retention flies in the curriculum solo taxonomy disadvantages say, French or.! Solo ideas into some elements of my teaching that describes levels of learning which include,... We spend with students needs to be told or to discover a fact face the. Pointed out, it is for the students knowledge ) 3 many facts be! Of either or use it, but please don ’ t know enough about a they... 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