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SOLO A Taxonomy for Teaching and Learning Structure of Observed Learning Outcomes

PD August NPS

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Page 1: PD August NPS

SOLOA Taxonomy for Teaching and

Learning

Structure of Observed Learning Outcomes

Page 2: PD August NPS

SOLO - Background

• 2 Australian academics – John Biggs and Kevin Collis 1982

http://www.johnbiggs.com.au/academic/solo-taxonomy/

• New Zealand• Deb Masters and John Hattie• Pam Hook resources, blog, Wiki, Twitterhttp://pamhook.com/

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Advantages

• Describes learning progression• Reliability • Useful in moderation processes• Resources• Useful for self and peer assessment – 5 year olds plus• Theory about teaching and learning• Ascending cognitive complexity – powerful tool when

giving feedback• Caters for differentiation – able to support and challenge

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SOLO Taxonomy

Prestructural Unistructural Multistructural Relational Extended Abstract

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SOLO example

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Explore the Taxonomy

• Use the Achievement Standard for your year level/s and your recent art show products/ unit of work to explore the knowledge, skills and understandings evident in your students.

• In terms of evidence, consider what your students can say, write, make and do

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Explain

• Share with the group

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Elaborate – Combine with Sentence Structure

• Elaborate using the Sentence Structure Achievement Standard. Plan to address part of the Visual Arts Achievement Standard through class discussion and some sort of written or oral (videoed comments) activity.

• Graphic organiser to help pull out elements you want to address

• Stem sentences

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Evaluate

• The process• The potential of using this taxonomy