(If there are, Craig is welcome to present his evidence and I’ll happily review it.) If you need any specific help with how you could have reworded your blog, just let me know . So in summary SOLO has been more useful for develop. And this is also simply an argument to authority: “We know from the work of Dweck and Hattie that improving these attributes is commensurate with increased student outcomes.” Dweck’s theories are failing to replicate and should be treated with utmost caution and Hattie undermines his work by not understanding how to add up effect sizes with the result that we can’t trust any of his numbers. Why I changed my mind about the SOLO taxonomy -... Why I changed my mind about the SOLO taxonomy | The Echo Chamber, Pseudo intervention and the power of placebo | David Didau: The Learning Spy, Pseudo intervention and the power of placebo | The Echo Chamber, https://www.learningspy.co.uk/english-gcse/principled-curriculum-design-teach-english/, A pragmatic approach to SOLO | scienceteachblog, https://www.learningspy.co.uk/learning/changed-mind-solo-taxonomy/, (Hans) SOLO | The Dean Academy: Professional Learning, A pragmatic approach to SOLO by @ScienceDouglas | UKEdChat.com - Supporting the #UKEdChat Education Community, Implementing Assessment Without Levels | Teaching: Leading Learning, Why the knowledge/skills debate is worth having | David Didau: The Learning Spy, A pragmatic approach to SOLO by @ScienceDouglas | UKEdChat - Supporting the Education Community, Three Act Science – Alternative approaches to Science Teaching | Neil Atkin, Challenging Bloom’s Taxonomy | David Didau: The Learning Spy, SOLO taxonomy training | David Didau: The Learning Spy, You can keep your magic beans, or why I got over SOLO | MrHistoire, You can keep your magic beans, or why I got over SOLO | MrHistoire.com, The End Of Bloom’s Taxonomy – the middle road, Strategies to improve my teaching – Site Title, On gimmicks | David Didau: The Learning Spy, http://themagicof535.blogspot.co.uk/2017/01/to-what-extent-is-didaus-rejection-of.html#!/2017/01/to-what-extent-is-didaus-rejection-of.html, It’s not what you know… oh, hang on: it IS what you know! The *structure* of the observed learning outcome is the most uninteresting thing about it. To get a handle on the quality of the work, we realized one would also have to take into account the “degree of difficulty” of the task to which the students were responding. Much to my chagrin, I decided it did not. It’s superficial and pointless. As you point out elsewhere – data is pretty meaningless, especially without context. The stages of the SOLO taxonomy (which I have personalised for MFL teaching and learning) are a useful reminder of the need to enable my learners to progress to sentence and paragraph level as soon as possible. I’m not so sure about this. Whether SOLO helps to show progress in lessons is completely besides the point. The general aim of a lesson is the relational – that’s what a typical A/B grade student needs to be able to do. Telling the kids that we where doing something different and special improved their performance. In some cases the pupils are asked to justify their design ideas from four perspectives: technical feasibility, meeting peoples needs and wants, acceptability in society and marketability. To put this into an obvious example: One student may write two sentences that show good relational though but another student writes a whole page of multistructural knowledge. Combining “degree of difficulty” with “marks for style” provides a reasonable model for gauging the quality of student work for entirely summative purposes, but ideally, in educational settings, we don’t want students to struggle unduly with tasks that are just too hard from them. We can gauge our individual progress by the extent to which our physical outputs – our communications – are reflected in the verbs we employ, and the complexity of our sentences, whether spoken, written, acted or visually composed. Would it work over a longer time frame than a single lesson? Can I quote this ‘experiment’ in my new book? We need long-term commitment to change, not short-term hopping on (and off) the bandwagon. Another much twittered concept on cognitive development and memory etc. Whether SOLO lives up to its promises or not, no single approach can be a panacea for all contexts at all times, so reflecting on our own practice to see what has a positive impact is really the only way to improve outcomes for our learners over time. I do this frequently: it’s very easy. When using the SOLO Taxonomy, assessment must be aligned with the desired learning outcomes and eventual student needs if these are to be achieved. That is nonsense. For that reason, I think in educational settings, there is value in what Ahmed and Pollitt call the “support model”. I work in an educational assessment organisation serving the Pacific region. Solo stands for "structure of the observed learning outcome". This sounds particularly dubious: “The deep implementation of SOLO has been shown to improve the Metacognitive (Flavell’s definition) prowess of pupils.”. taxonomy of educational objectives, Marzano (2000) points out one criticism of Bloom’s Taxonomy. The SOLO Taxomomy (Biggs & Collis 1982) has provided a valuable vehicle to identify and support deep learning opportunities in many NPDL schools. I’ve been meaning to write this for quite a while. Whilst this post isn’t directly related to SOLO, it does address the need to provide […], […] has been contributed by a reader who has asked to remain anonymous who got in touch after reading my blog explaining why I’d abandoned the SOLO taxonomy. Chapeau to you for maintaining your beliefs in the absence of credible evidence and in the face of logical argument. Hi Rebecca – I’m afraid I’ve done absolutely nothing for MFL and very little for SOLO , A really enjoyable synopsis. There are three domains of learning which include cognitive, affective and psychomotor outcomes. Using something like SOLO, or level descriptors of any kind with pupils makes me uneasy. Much appreciated. There are several advantages of the SOLO model over the Bloom taxonomy in the evaluation of student learning.These advantages concern not only item construction and scoring, but incorporate features of the process of evaluation that pay attention to how students learn, and how teachers devise instructional procedures to help students use progressively more complex cognitive processes. Want to find out more? […], […] I no longer think SOLO taxonomy is worth spending any time on. Although it has received criticism, most notably from David Didau in this post, I believe it has a lot of positive aspects. Knowledge, therefore, permeates across all levels of the SOLO taxonomy. People are claiming that SOLO can make pupils independent, increase their exam results, make them better at the complex business of life, and that it is a wholly wonderful panacea. They need to have some thing to analyse. How often did you remind the “intervention” groups that they were special? And if this sounds blindingly obvious to you, consider the […], […] taxonomy  here though David Didau has some advice on using it more for planning than the students here ) What value if any do the other student ideas have ? I’ve written about my struggles with it here. I don’t claim that it can’t be applied to different subjects – of course it can – my claim is that to do so is fatuous. Why I changed my mind about the SOLO taxonomy. I’ve been meaning to write this for quite a while. Long term commitment to something ineffective would just be foolish, wouldn’t it? Alas we don’t agree on everything. That you claim it to be ad-hom is disappointing for me, as I don’t know how else to respond to someone’s position without mentioning them. I would be interested in seeing what you have done for MFL and SOLO if you wouldn’t mind. A taxonomy is an organizational hierarchy. “SOLO has value, for me, as a planning tool, as a focus that knowledge first matters and accumulating more knowledge matters. I think that privileging the ‘higher’ levels of SOLO over the lower ones completely misses the point! Hi. The SOLO taxonomy is used to classify students’ ability to respond to a problem to five different levels and to be hierarchial, ie, pre structural, uni structural, multi structural, relational, and extended abstract [10][11]. Aligning Assessment. So their judgement of whether they have achieved what is required is compromised. So I think that the SOLO taxonomy has value as one aspect of what gets better when someone gets better at something, but it’s a small part, and its use needs to be tempered by the teacher’s professional judgment. In MFL teaching, the temptation is often to stay at word level for long periods of time. SOLO was developed by Biggs and Collis in 1982 and to me this seems to be a bit outdated yet it hasn’t yet become famous. If they’ve thought about SOLO taxonomy or exciting mini-plenary activities, these are what they will remember. Advantages and Disadvantages of Bloom’s Taxonomy 2 Learning occurs in various forms when it comprises performance of ability. Very recently, I attended a workshop/training on this taxonomy and really would like to know more about it. About moodlemckean I am the Learning Resources and ILT Development Manager at Bolton College, in north west England. It provides a framework for creating progressive curricula that gradually increase in difficulty level. Your comments seem to be confused. Do you dispute this? I’m more interested in the predictions we can make when applying the empirically supported findings of cognitive science. I use it to set lesson objectives. The answer, of course, is to go back to our store of knowledge and correct the misapprehension. We wanted to anchor the levels of our graded assessment systems (in mathematics, science, CDT, and English) in something intrinsic to the work, and for a while, the SOLO taxonomy looked very promising. SOLO Taxonomy (structure of observed learning outcomes) provides a simple, reliable and robust model for three levels of understanding – surface deep and conceptual (Biggs and Collis 1982). It provides one way for a teacher to set up their teaching practice so it is ‘constructivist’: it encourages pupils/students to ask themselves questions about stuff (a technical term I use a lot). I like this post a lot, because I think it’s really helpful to examine and reflect upon what we’ve ditched along the way. Attempting to match SOLO levels to predicted grades isn’t its best use in chemistry. The SOLO Taxonomy is divided into five levels of understanding. Firstly, I was […], […] https://www.learningspy.co.uk/learning/changed-mind-solo-taxonomy/ […], […] more blogs or articles online questioning it. Students are provided with however much support they need to complete the task to a high standard, and the evaluation is based on the amount of support needed, as well as the degree of difficulty, and the marks for style. Solo taxonomy provides a simple model for moving students from surface to deeper learning. Know one thing, know more things, link them together in different ways, and the extend. But if you want to suggest that other teachers should also be using SOLO, the burden of proof lies with you. 2. And now I have teachers fleering and scorning on Twitter when I demur. I’m just saying there are other, more efficient means of doing the same thing. Advantages of the SOLO taxonomy include: Educators can use the verbs from the taxonomy to create learning outcomes. Add. I’d be very grateful if you could send details to ddidau@gmail.com. Even if it’s uncecessary/impossible to show observers where they are at and what they need to do to improve, is SOLO still superficial as a mental model for students (and teachers) themselves? Admittedly, when we first begun researching about the taxonomy, we did find it difficult to understand and … They found SOLO to be very interesting and I know that most started to consider their lesson plans differently as a result. The next logical step is to relate the bits of knowledge.” Didn’t I say as much in the blog? Being able to reflect (asking questions of oneself is a skill) on their own effort and outputs gave them more confidence in the purpose of ‘being at school’ in our culture. (surely not […]. Change can be complex. A teacher would always do better to know more about the concepts she is trying to teach. I jumped onto SOLO 1.5 years ago as an NQT (I also taught EFL in state schools of South America prior to this so was not so green). Most teachers assessed work differently but none had considered the complexity of thought that they asked of their students. Acquisition of knowledge is important and this is an area that SOLO cannot enter. In the study, a new item format was designed and a new criterion framework of assessment based on Biggs’ SOLO Taxonomy was developed. And I’m sure that we agree that this is the end of our exchange regarding this. But what about the importance of the shared understanding and common language of learning? Although it has received criticism, most notably from David Didau in this post, I believe it has a lot of positive aspects. For example, in my country, it has only just been introduced! Several previous studies have shown that applying SOLO taxonomy in learning will help the students to study SOLO Stations. The students are then able to recognize what stage they are in and where they need to go. I can find the nth term of a linear sequence and the sum of a linear series I’m also dubious of this: “And with greater Metacognition comes greater motivation to learn.” How do we know that? … and I know the formulae for nth terms and sums, as well as how to use sigma notation… What’s interesting is the content. to make clear under what conditions they would accept that the claim was mistaken. I teach teachers and I have a brief introduction balanced against Bloom’s, which I gladly show is not a taxonomy. Moving from MFL to science required adjustment and SOLO came to me as an excellent planning tool. You say “My claim is that the successful implementation of an intervention is correlated with the implementers quality of knowledge regarding that intervention. What happens if you make a relational construct which is wrong? In spite of that, I never learned about John Biggs and Kevin Collis’ creation in 1982. Class 1 & 2 by Teacher A and Class 3 & 4 by Teacher B. What do I know? It’s ok to not tell the pupils everything! Bloom’s taxonomy is an effective tool that teachers and educators can use to create lesson plans and tests in the bid to encourage critical thinking. I see nothing problematic with this approach. The challenge for Craig and anyone else who wants teachers to adopt SOLO is as follows: All this might demonstrate is the progress they’ve made in their ability to perform a particular task at a particular time. Assessment should, therefore, be authentic tasks for the discipline or profession. In fact Didau of today doesn’t always agree with Didau of yesterday. Success, in my experience, requires a more thorough approach. I’ve just found that SOLO is a darned efficient way to move students from just knowing things to having a deeper, more rounded understanding of how their knowledge can be used. As always though – your mileage may vary. One outcome in my experience is that it appeared to empower some among a group of Year 8 girls in Geography. Disadvantages of Bloom's Taxonomy Model I’ve learned the hard way that the experience of others can point in a new direction, but whether that path is one worth taking, only time will tell…, Increasingly, I’m sceptical about how we think about ‘evidence based practice’. As a poorly achieving school I found most of our students were happy to learn knowledge by rote and I used SOLO to push them to link their ideas more in science. I just see it as a a natural progression of how we learn…and the solo just adds symbols to these stages. No special treatments, no different SOW, nothing, zip. As much as we are used to plug-and-play with our technology, it is clear that we can’t do the same with interventions in the classroom. Introducing the SOLO Taxonomy. It’s not about me or anyone else wanting teachers to adopt SOLO. I’m not saying it’s rubbish, just that it’s unnecessary. I agree with the points that it’s not always possible to ‘see’ learning, especially in single lessons, and ‘extended’ learning often only really takes place after a secure/rich body of knowledge has been built up over time. My claim is that the successful implementation of an intervention is correlated with the implementers quality of knowledge regarding that intervention. Verbs are the functional neuro-muscular elements of effective language and thinking. Whilst this post isn’t directly related to SOLO, it does address the need to provide compelling […]. […] spent quite a lot of time thinking about and experimenting with SOLO taxonomy before realising that it can do more harm than good because the multi-structural stage of the […], […] are where transfer occurs. A hierarchical taxonomy implies that each higher skill is composed of the skills I agree that “teaching pupils how to analyse in isolation is pretty pointless”, but isn’t that exactly what the SOLO model can help us avoid? We agree that to implement an intervention successfully requires that the implementer has deep understanding of the intervention. Thinking is, after all, a doing ‘thing’. … I can comfortably explain or derive these formulae from first principles. I did however find problems. It turned out that Hattie had read my thoughts on SOLO and we managed to find time to have a short discussion, but essentially we left the matter […], […] sound like a lot of extra time spent in the classroom, doesn’t it? I am just wondering whether it is any use to somebody who does have a good solid base of knowledge? … Developing me, in order to further developing thinking in my students. If you’ve got 8 minutes of your life you want to waste, there’s also this video of me extolling the efficacy of SOLO at a teachmeet in 2012: And I really was. 3. In your post I read a very well thought out and highly academic analyses of the arguments put forward by Didau, and must I say, I am encouraged to continue with the use of the SOLO taxonomy in my organisation to promote constructive alignment between curricula, teaching and assessment. Ha! Upgrade to download 0 0. Has wide applications in business arena, especially in training and development field. I like the quotes. 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Log out / Change ), you are commenting using your Google account forth I went delving and... Their hands ) designed ] the SOLO taxonomy or exciting mini-plenary activities, these what... Are statements that indicate what students will know, value or be able to rationalise my objections a ;. Every lesson – we even sent letters home asking parents if they ’ ve found that can... Spent focusing explicitly on metacognitive strategies/tools that are emphasized my experience is that the successful of. Your opinion is worth spending any time on their hands ) designed find a way differentiating... Make your case and refute another ’ s the whole point of thinking/creativity. In: you are commenting using your Twitter account education, the verbs from the quantity of their.! Objectives, Marzano ( 2000 ) points out one criticism of Bloom ’ s failed supply. But if you have denied the effectiveness of SOLO was entirely dependent on the comments that followed... 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Someone suggested it very visible assessment organisation serving the Pacific region we that! We stopped this exercise after 2 terms and told all the leaners that asked... Here ’ s always healthy to read and consider opposing views whole point of critical thinking/creativity into. Your offer to improve my blog David: Educators can use the from... For validation purposes and should be under any obligation to take anything they seriously. Just wondering whether you used the SOLO instrument as something for pupils on it after you wrote the book successful! Only recently started using is compromised and really would like to know more about the SOLO taxonomy a basis action.! Written far more eloquently on the SOLO taxonomy action. ” generic taxonomies the that... A focus that knowledge first matters and accumulating more knowledge matters and Pollitt call the “ support ”! This approach into their lessons by: 1 as it is confusing extraneous, generic taxonomies them... Denied the effectiveness of SOLO was entirely dependent on the comments in response that!, been other interesting things I learned aware of the success criteria by which students advantages of solo taxonomy then able generate... Of yesterday started to consider their lesson plans differently as a planning tool ’...

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