( Log Out / Some pupils may be able to handle the question better than others, and this is what facilitates the spreading of students around the stations. The two most common questions I have been presented with since the INSET have been how could we use SOLO in our assessments, and what sorts of classroom activities can you do with SOLO. So that's it for now, when I try anything new I'll be sure to include it in a future update. 10:12. For example: I often use peer and self-evaluation on the fly in alignment with my questioning to get more out of pupils verbally. I used to struggle to come up with good feedback but now that I am armed with SOLO and my pupils understand it, it is easy to write feedback and targets using the SOLO language. SOLO taxonomy is primarily based on the processes of understanding used by the students when answering the prompts. come up with meaningful success criteria that are both achievable and realistic. pros – differentiated feedback supplied by the pupils. how to set up the lesson – when I have run this lesson, I have created an exemplar piece of work and opened it up to critique by the pupils. By using SOLO taxonomy whilst writing their answers, pupils could structure and connect their ideas better and we found it drew more information out of them. He also had post it notes to use as exit passes. Feedback is written up on the board around the word “COMPRAR” to form a sort of mind-map. Another says pupil X has shown relational levels of thinking by relating them to the bigger picture, why would you use either shot? Extended abstract: What if I wasn't doing the buying? cons – can be time-consuming if struggling to get through course content. For example in science, if I wanted my pupils to hypothesise what was going to happen if we changed a variable in an experiment, I'd want them to use the “predict” map. Helps students to reflect meaningfully on what the next steps in their learning are. The benefits of SOLO taxonomy. Once they had all voiced their answer they were then given time to create a model answer and given the SOLO prompt sheet to help them. The new, slightly ambiguous mark schemes fit in nicely with the SOLO progression to reach higher marks. Each station is differentiated into levels on the taxonomy and pupils manage their progression by moving around the room once they've met each stations success criteria. As a follow-up question, she asked where I learned the above about Gagné and Bloom. SOLO Taxonomy. Limitations of the study. Once you have ascertained the pupil's starting stations, they begin their tasks. It identifies five levels of learning, which increase in skill at each stage. Change ), You are commenting using your Google account. SOLO Taxonomy (structure of observed learning outcomes) provides a simple, reliable and robust model for three levels of understanding â surface deep and conceptual (Biggs and Collis 1982). Especially for the ones who are in the prestructural and unistructural. SOLO stands for the Structure of Observed Learning Outcome (SOLO) which is a model that describes the levels of increasing complexity in studentâs understanding of subjects. Pupils can talk about their learning at each station and where their learning is going to go next. I'll let your minds run mad with the possibilities here. Due to the vast amount of articles written about learning outcomes, this study was restricted to those peer reviewed papers using the â¦ Now, readers, I am assuming you have heard of SOLO taxonomy. Breaks down learning intentions to show students what success looks like, Teachers can assess where students are in terms of the complexity of their thinking, Provides differentiation for students in the class, Supports students to reflect on their own thinking, and self assess, Works on intrinsic motivation of where the students are at. Because of this, we believe students may have difficulty too when it is first introduced in to a class, although after time to become used to it it would very easily slot in to everyday routine. This is a very wordy blog post but I hope you find it useful. Prestructural should usually provide reference material for students to use when they are unsure of something (part of 3B4Me). how to set up the lesson – Depending on the task set, you should choose the HOT map aligned to the most relevant verb. Solo (structure of observed learning outcomes) taxonomy is a model for categorising learning outcomes based on increasing levels of complexity. Class Y are “in-depth” evaluating Pupil X. Try changing them now. As stressed by @CanonsScienceT at our recent INSET, it is important that pupils are given some form of training in order to peer evaluate. In order to progress, think about how these techniques could link together and how you could apply them to SEN students. in a nutshell – SOLO Stations is a fantastic way of incorporating SOLO into the existing Carousel technique we use all the time! I hadn't thought of structuring lessons around the taxonomy in such an explicit way but I really like the way the lesson flows. Pupils can either look at their own work or feedback on another's. I think it's important to point out that SOLO can be used in plenty of activities that you may already be doing. 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