1 / 43

Making the learning visible to the learner

Making the learning visible to the learner. #solotaxonomy. What is SOLO?. SOLO: Structure of Observed Learning Outcomes Developed by Biggs and Collis (1982) Described as “a framework for understanding” Hierarchic taxonomy – increasing in quantity and quality of thought

eknudsen
Download Presentation

Making the learning visible to the learner

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Making the learning visible to the learner #solotaxonomy

  2. What is SOLO? • SOLO: Structure of Observed Learning Outcomes • Developed by Biggs and Collis (1982) • Described as “a framework for understanding” • Hierarchic taxonomy – increasing in quantity and quality of thought SOLO identifies five stages of understanding. Each stage builds on the previous level and adds something more.

  3. SOLO taxonomy explained using Lego The stages of SOLO Unistructural – students acquire knowledge Multistructural – students begin to group the facts together to create descriptions Extended abstract – students can connections beyond the scope of the topic or question, placing the learning in a more general context, generalising or transferring the learning into a new situation Relational – students make connections between the pieces of information and differentiate between them

  4. SOLO Taxonomy and History levels

  5. SOLO verbs

  6. SOLO Taxonomy What analogy can you come up with? 2 Unistructural I have one idea about this subject 1 Prestructural I’m not sure about this subject 3 Multistuctrural I have several ideas about this subject 5 Extended abstract I can look at these ideas in a new and different way. 4 Relational I can link my ideas together to see the big picture…

  7. SOLO Taxonomy • SOLO allows you to precisely target learning intentions, making the learning visible and transparent for all learners. • Use SOLO to: • ‘feed up’ your students on where they are going; • give them ‘feedback’ on how well they are doing • and ‘feed forward’ on their next learning steps. Address the needs of all your learners in the mixed ability classroom using SOLO.

  8. SOLO addresses the needs of all learners

  9. SOLO in Practice

  10. Feed Up: Hexagons

  11. How easy it was to find alcohol after arriving in a new city? Chicago Atlanta Pittsburgh New Orleans 21 mins 17 mins 11 mins 35 secs

  12. Feed Up: Factor Auction

  13. Feed Up: Paper People Police Watchmen Bow Street Runners 1829 Met End C19th Suffragettes • NUWSS • WSPU • Government reaction • Outcome Transportation Prison hulk Journey Colony Ticket of leave Describe – Sequencing – Change overtime

  14. Six Steps to the Second World War Feed Up: Feet • Remember • Rudolf • And • Santa’s • Christmas • Pud • Rearmed 1935 • Rhineland reoccupied 1936 • Anschluss with Austria 1938 • Sudetenland 1938 • Czechoslovakia 1939 • Poland 1939

  15. Feed Up: Picture Connections

  16. Feed Up: SOLO HOT Mats • Define • Describe • Sequence • Classifying • Compare & Contrast • Cause & Effect • Generalise • Evaluate How could you use SOLO HOT Mats in history?

  17. Feed Up: Context Wider reading… American West Susan Coolidge – Clover, On the High Plains (free on Kindle) Randolph Barnes Marcy – The Prairie Traveler (free on Kindle) Elizabeth Custer – Boots and Saddles (79p on Kindle) George Catlin – North American Indians Annie Proulx – Wyoming Stories (especially 3)

  18. Feed Up: Context Preparing for the Development Study (Ofsted approved)

  19. Feed Forward: Planning

  20. Why do we need independent learners? • The escalator

  21. Feed Back: RIP

  22. Feed Back: I Can’t Funeral RIP I can’t

  23. I want to... I am good at... I like...

  24. They can because they think they can Virgil

  25. Reflection time • Build time to reflect on learning – ask them to complete answers to the following: • How are you getting on? • What are you fine in ? • What are you worried about? • What do you struggle in?

  26. Secret Admirer – Peer Assess – Steal ideas • Assign each person in the class to someone else in secret. The admirer must pay their admiree an anonymous and sincere compliment about their contribution to the work. • “The person I was admiring did/made/said/showed/wrote etc...” • Or steal ideas –have a few minutes to look at someone else’s work – steal an idea – star it * (say what you stole and pay an anonymous compliment) • Say what idea you stole (then person will work out it is them). Idea thief then says “I stole that idea because this person always has great answers/ideas/is wise…” • AfL technique has emotional impact - a forum for everyone receiving a compliment about something they have been observed doing in class. • Boosts self-confidence.

  27. Role Reversal Flip • Teacher takes on the role of a student who is not quite getting it right. • The student’s task is to highlight where you are going wrong and what you need to do to improve. • Or you could give out work with many errors in How can they improve this piece of work? • The teacher is checking for sound understanding of concepts. If they are telling you what should not happen, how to improve it & fix the mistakes then they are developing assessment skills.

  28. Oral feedback given • Stamp – or write ‘oral feedback given’ in work • Student then records “Miss/Sir said to improve I should...” “Miss/Sir said to improve I should...” Oral feedback given To improve I am going to...

  29. Self-assess learning log rubric • Helping students to understand: • What they are doing • How it is going • What they should do next

  30. Cause and Effect

  31. Self-assess learning log rubric • My causal explanation is at a __________SOLO level outcome because... • My next step is to...

  32. Assessment as learning • Students write essay • Peer assess – highlight connectives (describe, explain, assess) and key vocab. • Check spellings – give first 3 words • x 3 peer, self and teacher assess: • What went well... • Even better if...

  33. To improve levels/grades… Use openers & connectives Describe: Explain: However… This means… This meant… Although… Therefore • To begin with … • Firstly, secondly, • Finally … • … and … • … also … • … and so… • …because… • Furthermore … • another reason… • Then… Grades C-B Grades E-D Levels 5a-6a Levels 4-5c Assess: This led to… This leads to… In conclusion… Overall… Grades A-A* Levels 7-8

  34. weak • economy • economic problems • affected • crisis • benefitted • suffered • unpopular • consequences • led to • Munich Putsch • Sp next to the word • write first 3 letters in margin • Capital letters C • First World War • Weimar Germany • government • Treaty of Versailles • reparations • French • Belgian • invasion of the Ruhr • Passive resistance • printed • money • worthless • prices • increase • hyperinflation

  35. Write the PERFECT A* Hyperinflation 1923 Answer • Set the context/scene: Explain situation in Germany that led to hyperinflation– link to ToV, reparations, Invasion of Ruhr & passive resistance, no goods to sell, printed money, money became worthless SO… • Explain what hyperinflationwas… (grade C explanation then A grade assessment see PPT) • Give two or three examples of hyperinflation in Germany (see PPT or use sources) • Explain: how did it affectthe people of Germany: • Give 3 examples of those who suffered (losers) – far more losers than winners • Give 2 examples of those who benefited (winners) • Consequences – life was hard, starvation, crime. It made the Weimar Government even more unpopular. Adolf Hitler thought the time was right to try and take over Germany Munich Putsch - (November 1923)

  36. Are you making progress? I can identify one relevant similarity and one relevant difference between X & Y ...and I can give reasons why A* G Compare and Contrast I can identify several relevant similarities and differences between X & Y I can identify the objects/ideas but I need help to group them ...and I can make a generalisation (“Overall I think...”)

  37. Are you making progress? Confidence to answer question x 0 Knowledge needed to answer the question

  38. Are you making progress? Confidence to answer question x x x 0 Knowledge needed to answer the question

  39. Are you making progress? Confidence to answer question x x x x x 0 Knowledge needed to answer the question

  40. Socrative • Student smart response system • Free online tool www.socrative.com • Students access account online (smart phones, lap tops, netbooks, PC’s, tablets) • Students interact real time with content of the teacher activities and quizzes • Students receive instant feedback on answers • The teacher can download a report of the groups individual responses to inform future planning and assessment

  41. Feed Up: Questioning Take a unistructural question • ask for a list of 2 or more things multistructural question Put the list of things into the question • ask what they have in common relational question Ask what class of event, personality, situation, rule, etc. applies? • generate list of possible wrong answers to go with correct answer to create a multi-choice question extended abstract question

  42. Further Reading @arti_choke http://pamhook.com/solo-taxonomy/ @nwatkin @LearningSpy @Totallywired77 #solotaxonomy @lisajaneashes @DKMead

  43. Contact Us @LA_Mcdermott @MrsThorne Workshop presentation and materials available at: http://www.sallythorne.com and http://www.schoolhistory.co.uk/forum

More Related