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SOLO TAXONOMY

CPD SOLO Taxonomy presentation to NCEA staff 26/12/12
by

B Rhodes

on 5 March 2013

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Transcript of SOLO TAXONOMY

What is SOLO Taxonomy? SOLO TAXONOMY Where did you find your information from? These books were
inspirational How does this compare to Bloom's taxonomy? Whereas Bloom separates 'knowledge' from the intellectual abilities or process that operate on this 'knowledge', SOLO taxonomy is primarily based on the processes of understanding used by the students when answering the prompts. Knowledge, therefore, permeates across all levels of the SOLO taxonomy How can we use this? SOLO Taxonomy is a model of learning that helps
develop a common understanding and language
of learning that helps teachers and students understand the learning process*. *SOLO Taxonomy: A Guide for Schools bk1, Pam Hook and Julie Mills With SOLO Taxonomy teachers and students are able to: “Provides a simple and robust way of describing how learning outcomes grow in complexity from surface to deep understanding” Biggs and Collin (1982) There are five levels of learning. I'm not sure about this topic I don't know yet I need help with this I don't know enough This is typically the starting point for many topics and it represents the start of a lesson or topic.
Knowing the starting point of your learners is essential The task is not attacked appropriately; the student hasn’t really understood the point and uses too simple a way of going about it. I can make a relevant point
about the topic I can make a broad overview statement
about what we are learning, it does
lack detail I can define the process I can identify the components I have followed the procedure or carried out a process I am aware of a few relevant points I can describe the ...... I can give a descriptive overview of.... I can identify and combine
relevant information I can compile a list or lists appropriate to the topic I can sequence the events in....... I can compare and contrast ...... Using relevant information or points
I can explain the causes of...... I can analyse ........ I can apply my understanding to...... I can generate questions to check learning I can produce an analogy I can relate these points or issues to ........ Explain how a cell is like a factory Use your knowledge to answer
this exam question
(alternative context) How can we use this in lesson? Differentiation Task design is essential to allow students to work with content knowledge in increasingly complex ways
Task design could be as simple as the questions being asked. Useful for differentiation Hattie says…. Some Images from a SOLO lesson http://taitcoles.wordpress.com/ Structure of Observed Learning Outcome http://pamhook.com/free-resources/ http://teachingandlearningmusic.blogspot.co.uk/ Thank you. Good luck! Brad Rhodes
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