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Enhanced Learning with SOLO Taxonomy

Learn about Structure of Observed Learning Outcome (SOLO) taxonomy which classifies stages of learning complexity. Discover how SOLO helps students understand their learning progress and set goals for deep understanding.

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Enhanced Learning with SOLO Taxonomy

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  1. What is it? • “Structure of Observed Learning Outcome” (SOLO) • It is a ‘taxonomy’: It classifies, categorises learning. • It describes increasingly complex stages of learning. • SOLO can be taught to students to identify where they are in their understandingand where they should aim to be.

  2. Why? • We are bombarded with different learning theories, frameworks and assessment strategies: • MYP • National Curriculum • IB DP • Concept- Based Learning • Inquiry-Based Learning • Bloom’s taxonomy • Ron Ritchart’s Visible Thinking • John Hattie’s Effect sizes • Critical thinking What do they have in common?

  3. Why? • We are bombarded with different learning theories, frameworks and assessment strategies: • MYP • National Curriculum • IB DP • Concept- Based Learning • Inquiry-Based Learning • Bloom’s taxonomy • Ron Ritchart’s Visible Thinking • John Hattie’s Effect sizes • Critical thinking What do they have in common?

  4. Why? • We are bombarded with different learning theories, frameworks and assessment strategies: • MYP • National Curriculum • IB DP • Concept- Based Learning • Inquiry-Based Learning • Bloom’s taxonomy • Ron Ritchart’s Visible Thinking • John Hattie’s Effect sizes • Critical thinking Deep Thinking

  5. Why? • Students need to think about, through and beyond the facts in our subjects in order to reach a deep and sophisticated understanding. • We need to make our expectations clear. How can a student demonstrate their sophisticated understanding and how can we ‘rate’ understanding? • SOLO Taxonomy is like an umbrella for thinking about understanding; for students and teachers.

  6. Pre-structural Uni-structural Multi-structural Relational Extended Abstract How does it work?5 stages of understanding in SOLO taxonomy

  7. Stage 1 Pre-structural • The learning outcomes show unconnected information with no organisation. The student may complete the task with no real connection or understanding, they may have missed the point or need support to make a start. This is the ‘I have no idea!’ stage – This an important pre-learning stage that is often overlooked. It is essential that students feel comfortable in placing themselves on this stage. The prestructural stage could be at the start of a new topic or possibly at the start of a learning journey. (Quantitative stage)

  8. Stage 2 Uni-structural • This stage is associated with the students understanding a single fact or a single piece of information. The learning is often disconnected and limited. This stage is an example of shallow learning. This is the ‘I know one thing about what we’re learning!’ stage. (Quantitative stage)

  9. Stage 3 Multi-structural • This stage is an example of quantitative learning, where the students can simply recall a series of separate pieces of information and facts. The multistructural stage differs from the unistructural stage simply by the number of facts. The student knows several aspects of the task but fails to recognise the relationships between them. This is the ‘I know loads of things about what we’re learning about!’ stage.

  10. Stage 4 Relational • This stage exemplifies deep learning. The learning now becomes qualitative. Here the student links and relates the pieces of information, allowing them to have a deeper understanding of the task or subject. This is the ‘All the things I know I can link together and connect my learning!’ stage.

  11. Stage 5 Extended abstract • Thisstage is the epitome of deep and profound thinking. Students will rethink their ideas from the relational level and look at their learning in a new way. They will then be able to use this as a basis for a prediction, generalisation, summary, reflection or creation of new understanding or learning. This stage could be christened the ‘Expert Area’, as this seems easier to explain to students.

  12. SOLO example: Soccer • Pre-structural: • Is soccer the same as football? • Uni-structural: • Soccer is a ball sport. There are 11 players on the field. • Multi-structural: • Barcelona FC and Manchester United are famous soccer clubs • Only goal keeper can touch the ball • There is an off-side rule • Countries play in the world cup • Relational: • Players of South American teams will probably be drafted by rich European soccer clubs. • Extended Abstract • It is likely that a European team will win the World Cup because of their sophisticated training methods and professional structure. Although the South American teams have some highly skilled players, they do not have the financial backing needed for success in the World Cup.

  13. SOLO example: Year 7 Rome • Pre-structural: • There was a Roman Empire • Uni-structural: • Romans lived a long time ago • They spoke Latin • Multi-structural: • Rome is in Italy’ • The Roman empire collapsed in 476 • Julius Caesar was an emperor • Relational: • It was getting difficult to manage the empire effectively. Rome seemed very far away to the people in the provinces. The provinces were putting a great financial strain on Rome. Rome needed more growth because they needed new regions to tax, to refill Rome's treasury. The Roman Army had trouble managing and guarding such a large empire, religion changed the culture of the empire; people no longer believed that the emperor was divine. The economy grew weaker because not enough taxes were brought in. Goths and Huns started attacking the Empire from all sides. All these factors contributed to the weakening of the empire until it broke in two in 476. • Extended Abstract • Student organises their understanding in overarching concepts like social factors (slavery, religion, conquered tribes assimilating), economic factors (taxes, size of the empire, infrastructure) and political factors (emperors relocate, powerful provinces, reasons for tribes attacking) and weighs up + justifies which concept played the most important role in the breakup of the empire.

  14. Assessing thinking • Now look at the handouts: • MYP criteria for Rome Project, • IB DP History Paper 3 • IB DP Geography Paper 1 and 2 • Ron Ritchhart’s thinking continua • Difference /similarities between Blooms and Solo. • Can you transfer the SOLO taxonomy stages to these criteria?

  15. Yr 7 Rome Project • We are learning how to Identifythe role of the Roman Army in the Fall of the Roman Empire [Unistructural] • We are learning how to Describe the role of the Roman Army in the Fall of the Roman Empire [Multistructural] • We are learning how to Explaincauses and effects of the role of the Roman Army in the Fall of the Roman Empire [Relational] • We are learning how to Justifythe role of the Roman Army in the Fall of the Roman Empire [Extended Abstract] • We are learning how to Argue the role of the Roman Army in the Fall of the Roman Empire [Extended Abstract]

  16. Two four minute videos that explain it very well: http://chrisharte.typepad.com/learner_evolution_chris_h/2012/09/solo-taxonomy.html http://www.youtube.com/watch?v=uDXXV-mCLPg

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