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Transcript of Solo Taxonomy
Uni-structural, Multi-structural, Relational and Extended Abstract Surface Learning Uni-structural learning deals with learning facts or aspects about a topic, but not yet putting them together into a relationship, or a complete whole.
‘SOLO uses a vocabulary for learning that both the student and teacher can share,’
If that was all you knew about SOLO you would have a Uni-structural level of understanding it.
Example vocabulary verbs: 'Identify' or 'Name'. Multi-structural What is it really? SOLO Taxonomy is a system both students and teachers can use together to describe the learning process. It is a “powerful mental model for students that is capable of changing the way they think about their own learning outcomes.” (1). “At the Pre-structural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start,” (Hook and Mills 2011)(1). Deeper Learning The Multi-structural level is knowing several things, and the simple connections between them.
Example vocabulary verbs: 'Combine', 'Describe', 'Enumerate' or 'List'. Hexagons A technique engaging pupils to form relationships between the facts they know. Extended Abstract Next is the Relational level, where “aspects are linked and integrated, and contribute to a deeper and more coherent understanding of the whole,” (1).
An example of the vocabulary for this level is Analyze, Apply, Argue, Compare/Contrast, Criticize, Explain, Relate and Justify. Feedback and Uses “I’ve finished with applying sir, can I move onto analysis now?” An Example WALT using SOLO To understand how Power is presented in Macbeth
WALT: All: I know some things about power in Macbeth (Multi-Structural)
Most: I can find connections between the things I know about power in Macbeth (Relational)
Some: I can suggest reasons why Shakespeare might have made these choices (Extended Abstract) The “understanding at the Relational level is looked at in a new way, and used as the basis for prediction, generalisation, reflection, or creation of new understanding,” (1).
Vocabulary for the Extended Abstract stage is Create, Formulate, Generate, Hypothesize, Reflect etc. By sharing the vocabulary with pupils they will be able to self-motivate to move to a higher level. Through this sharing the pupils are able to see that the next step of learning is achieved through effort and planning, not luck or fixed abilities. SOLO can also be used to:
•Plan for differentiation;
•Give and receive feedback;
•Develop self-assessment resources;
•Design innovative curriculum;
•Reflect on learning processes and products;
•Undertake research and student led inquiry;
•Integrate e-learning and thinking strategies;
•Establish a school wide common language for learning Now that we’ve given you a glimpse of how a class using SOLO helps itself to learn, Reflect on how this could improve your classroom and Predict what changes it could make across the school.