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EGO SOLO CPD

An introduction to the 5 stages and how they are used
by

Emma Godshaw

on 8 September 2013

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Transcript of EGO SOLO CPD

GOING SOLO
KNOWLEDGE IS
A LITTLE
LIKE A HOUSE
There are 5 stages
building the house
What's different about each stage?
SOLO simply helps us work out
what stage of the build we are on and what we need to do to get to the next stage
SOLO stands for

S
tructure of
O
bserved
L
earning
O
utcomes
But doesn't it sound a bit like the old legend Bloom?
The 5 Stages of Building Knowledge
(SOLO Taxonomy)
Unconnected ideas, makes no sense

E.g. I think AFL is about English
Pre Structural
More ideas.
More connections are being created, but no real understanding of why those connections might be significant.

Keywords: combine, describe, list, order

E.g. AFL is about giving feedback on students work and progress. Some strategies used are hands up, responsive marking, traffic lights, and differentiated questioning
Multi Structural
Sees the significance of the various pieces of information and can develop relationships between them.

Keywords: Analyse, apply, argue, debate, compare, contrast, check, judge, critique, explain, moderate, relate, integrate, justify

E.g. “The point of using Assessment for Learning is for the teacher
(and students) to have a clear idea of how students are
performing in relation to learning intentions and to give
formative feedback on how to progress to the next stage.”
Relational
Can make connections beyond the problem,
Can generalise and apply to new situation,
Can transfer learning and make links between subject areas.

Keywords: Reflect, evaluate, create, hypothesis, design, invent, conceptualise, theorise, project, abstract

E.g. “Assessment for Learning is the highest impact strategy
teachers can utilise to ensure their students make good
progress. The message is about formative assessment using language that students can understand.
One real idea.

Keywords: Identify, Name

E.g. AFL is about giving feedback on students work.
Uni Structural
These girls do a great job of showing how SOLO can improve e.g. your questioning skills
Extended Abstract
1) You have no real idea what to do
2) You have an idea but aren't sure how it fits in
3) You have several ideas but still can't see "the big picture"
4) You have lots of ideas and can see how they fit together into a bigger system
5) You can begin to use your understanding of the bigger picture to "think different" (and make slippers)
Let's try it with Cheryl...
WHY SOLO BEATS BLOOM

Verb lists in Bloom are NOT reliable... e.g. identify is used in both 'Remembering' and 'Understanding'
BT was designed in the 50's as a theory about knowledge, whereas SOLO was designed in the 80's to help students understand the progress they need to make - focus is on teaching and learning (Hattie and Brown, 2004)
Language of SOLO is pupil friendly
It works well for our visual learners
But then again....
Bloom's is still good to inform planning
Both allow for one task to be set with differentiated outcomes
Both help us to differentiate better


(So don't completely disregard dear Bloom)
Where are you currently at with SOLO?
What's it got to do with HA learners?
Sources
How can I use it in the classroom...
SOLO:
S
tructure of
O
bserved
L
earning
O
utcomes
Helps to develop a common understanding and language of learning that helps teachers and students understand the learning process
It takes students from surface to deep understanding
(Biggs and Collins 1982)
With SOLO we can...
Design learning intentions
Use effective success criteria
Provide feedback and feed forward
Allow our students to reflect meaningfully
In practice...
Full transcript