pd august nps
TRANSCRIPT
SOLOA Taxonomy for Teaching and
Learning
Structure of Observed Learning Outcomes
SOLO - Background
• 2 Australian academics – John Biggs and Kevin Collis 1982
http://www.johnbiggs.com.au/academic/solo-taxonomy/
• New Zealand• Deb Masters and John Hattie• Pam Hook resources, blog, Wiki, Twitterhttp://pamhook.com/
Advantages
• Describes learning progression• Reliability • Useful in moderation processes• Resources• Useful for self and peer assessment – 5 year olds plus• Theory about teaching and learning• Ascending cognitive complexity – powerful tool when
giving feedback• Caters for differentiation – able to support and challenge
SOLO Taxonomy
Prestructural Unistructural Multistructural Relational Extended Abstract
SOLO example
Explore the Taxonomy
• Use the Achievement Standard for your year level/s and your recent art show products/ unit of work to explore the knowledge, skills and understandings evident in your students.
• In terms of evidence, consider what your students can say, write, make and do
Explain
• Share with the group
Elaborate – Combine with Sentence Structure
• Elaborate using the Sentence Structure Achievement Standard. Plan to address part of the Visual Arts Achievement Standard through class discussion and some sort of written or oral (videoed comments) activity.
• Graphic organiser to help pull out elements you want to address
• Stem sentences
Evaluate
• The process• The potential of using this taxonomy