Going SOLO Using SOLO Taxonomy to raise the quality of learning to “out of this world.”

How much of your cluster or classroom learning can claim to meet these criteria? For learning to be successful, it needs to be focused meaningful, purposeful and utilised linked to other knowledge reflected upon sustained over time How extensive is the change? All teachers? Regularly?

Activity: In groups discuss what a tree would be like at each level. Individually, on each your 5 pieces of paper, draw a tree representing a level of SOLO, and write a statement about the tree at that level. Be ready to share in approx 10 minutes. Prestructural Unistructural Multistructural Relational Extended Abstract A tree has a trunk, leaves and fruit. When a tree grows, the roots grow down into the soil, and a trunk begins growing above. From this trunk grow branches, twigs and leaves. The roots of a tree anchor it firmly in the ground and absorb nutrients and water from the soil. Plant leaves absorb carbon dioxide, pull water up through their roots and use light to make sugar (photosynthesis). Plants use the sugar to grow. Plants give off oxygen as a by-product. The green parts of the plant make the sugar and oxygen. In winter some trees lose their leaves as the nutrients move down into the root systems as light and warmth diminish. The tree has an important role to play in the survival of the planet. If, for example, we cut down rainforests or clear native bush to develop an exotic forestry industry, we risk irreversible damage to our planet. How will our planet renew its atmosphere if we remove most of the trees? What effect will it have on birds and insects, and how will that in turn affect us? What do we need to think about here? This is a Tree

Comparisons of Taxonomies that indicate developmental stages for Learning Simple Rubric SOLO Taxonomy Bloom’s Taxonomy Students can self assess themselves against the co-written criteria and identify their next step in learning to achieve the expected goal. Structure of Observed Learning Outcomes The most-used of the domains, refers to knowledge structures (although sheer “knowing the facts” is its bottom level). It can be viewed as a sequence of progressive contextualisation of the material. Novice – Unconscious Incompetent Pre-structural: here students are simply acquiring bits of unconnected information, which have no organisation and make no sense. Knowledge (Remembering) Verbs Apprentice Conscious Incompetent Unistructural: simple and obvious connections are made, but their significance is not grasped. Comprehension (Understanding) Practitioner Conscious Competent Multistructural: a number of connections may be made, but the meta-connections between them are missed, as is their significance for the whole. Application (Applying) Expert Unconscious Competent Relational level: the student is now able to appreciate the significance of the parts in relation to the whole Analysis (Analysing) Extended abstract level: the student is making connections not only within the given subject area, but also beyond it, able to generalise and transfer the principles and ideas underlying the specific instance. Synthesis (Synthesizing) Evaluate (Evaluating)

SOLO Taxonomy Self Assessing: Where are you? Structure of Observed Learning Outcomes SOLO Taxonomy It describes level of increasing complexity in a student's understanding of a subject, through five stages, and it is claimed to be applicable to any subject area. Self Assessing: Where are you? What do you need to do to move to the next step?

Why use SOLO? SOLO is a true hierarchic taxonomy – increasing in quantity and quality of thought SOLO identifies five stages of understanding. Each stage embraces the previous level but adds something more. SOLO is a powerful tool in differentiating curriculum and providing cognitive challenge for learners SOLO allows teachers and learners to ask deeper questions without creating new ones SOLO is a powerful metacognitive tool

Surface and Deep Thinking Unistructural and multistructural questions test students’ surface thinking (lower-order thinking skills) Relational and extended abstract questions test deep thinking (higher-order thinking skills) Use of SOLO allows us to balance the cognitive demand of the questions we ask and to scaffold students into deeper thinking and metacognition 8

Applying SOLO Taxonomy Key Competency: Managing Self Prestructural l Unistructural ll Multistructural lll Relational lll+Extended Abstract Needs Teacher assistance Definition identifies one relevant idea Definition identifies several relevant ideas Definition identifies several relevant ideas and links these to the whole Definition identifies several relevant ideas and links these to the whole. Taken into another context. Split the group into 2 groups – one to work on KC and one on Sporting a Dream – post-its/A3 sheets

Applying SOLO Taxonomy Create an Assessment Rubric For “Sporting A Dream” As an example of the Inquiry Process in learning.

Applying SOLO Taxonomy Assessment for “Sporting a Dream”: Prestructural l Unistructural ll Multistructural lll Relational lll+Extended Abstract Needs Teacher assistance Definition identifies one relevant idea Definition identifies several relevant ideas Definition identifies several relevant ideas and links these to the whole Definition identifies several relevant ideas and links these to the whole. Taken into another context.

Applying SOLO Taxonomy Planning a Unit: (Using Coded Thinking Interventions) Prestructural l Unistructural ll Multistructural lll Relational lll+Extended Abstract Needs Teacher assistance Definition identifies one relevant idea Definition identifies several relevant ideas Definition identifies several relevant ideas and links these to the whole Definition identifies several relevant ideas and links these to the whole. Taken into another context.

So What! ???