Biggs & Collis (1982)SOLO Taxonomy

Using Structured Worksheets on Teacher Education courses

Robin TrangmarColeg Llandrillo

What is it?SOLO

Structure of the ObservedLearningOutcome

A means of classifying learning outcomes in terms of their complexity, enabling us to assess students’ work in terms of its quality not of how many bits of this and of that they got right

(Biggs, 2011)

Unistructural Multistructural Relational Extended abstract

DefineIdentifyDo simple procedure

DefineDescribeListDo algorithmCombine

Compare/contrastExplain causesSequenceClassifyAnalysePart/wholeRelateAnalogyApplyFormulate questions

EvaluateTheoriseGeneralisePredictCreateImagineHypothesiseReflect

SOLO TAXONOMY(after Biggs and Collis 1982)

Prestructural

Unistructural Multistructural Relational Extended abstract

SOLO TAXONOMY(after Biggs and Collis 1982)

Prestructural

Misses the point!

Who painted Guerni

ca?

Outline at least two compositional principles that Picasso used inGuernica.

Relate the theme of Guernica to a current event.

What do you consider Picasso was saying via his painting ofGuernica?

ApplicationThe Course Module

PGCE module: Curriculum Design (Level 5/6)The Task:

“Analyse theories, models and approaches to curriculum design and their potential influence on outcomes for individual learners”

The Problem:The question has not been answered well in

previous years.The strategy:

Deliver the content, then assess learning and help students to frame essay

SOLO differentiated success criteriaHookED SOLO Declarative Knowledge Rubric

Generator http://goo.gl/HfVXwe Declarative verb: AnalyseContent: theories, models and approaches to

curriculum design HookED created a Word document

I used this as a self-assessment toolI created a worksheet where the trainee

teachers filled in their responsesTrainees started in different placesI was able to see where I needed to work to get

people started, and where I needed to extend people

  

    

Analyse theories, models and approaches to curriculum design and their potential influence on outcomes for individual learners. (What are the parts and how do they work?)

I can identify the theories, models and approaches to curriculum design but I need help to identify the relevant parts.

I can identify the theories, models and approaches to curriculum design and have identified one relevant part. 

I can identify the theories, models and approaches to curriculum design and several relevant parts.   

and I can explain what would happen to the theories, models and approaches to curriculum design if a part was missing, or there was a stronger focus on one theory, model or approach.

and I can :- generalise

about the function/purpose of the parts of the theories, models and approaches to curriculum design

- evaluate the contribution of the parts to the theories, models and approaches to curriculum design

Effective StrategiesHow will I go about identifying these theories, models and approaches? 

  Identify Describe, List, Combine

Compare/contrast, Explain causes, Analyse, Relate, Apply

Theorise, Generalise, Hypothesise, Reflect

List one theory, model and approach to curriculum design.

List ALL the theories, models and approaches to curriculum design.

Compare the theories, models and approaches to curriculum design and explain their potential influence

on outcomes for individual learners.

Analyse (evaluate) theories, models and approaches to curriculum design and their potential influence on

outcomes for individual learners.

Bruner’s SpiralTyler’s four basic principles

List one theory, model and approach to curriculum design.

Transmission DefineProduct EstablishProcess OrganisePraxis Evaluate

List ALL the theories, models and approaches to curriculum design.

Which theories worked?How did we transmit the information? How is the information received and processed?What is the information being transmitted? Is it relevant to the main objective? What can the learner do now, that they could not before?

Compare the theories, models and approaches to curriculum design and explain their potential influence

on outcomes for individual learners.

Have the Learners been able to meet the main objective? Can the learner problem solve simple problems with the information that has been transmitted?

Analyse (evaluate) theories, models and approaches to curriculum design and their potential influence on

outcomes for individual learners.

SummaryTrainees started in different placesI was able to see where I needed to work to

get people started, and where I needed to extend people

Worksheets helped the initial structuring of the essay by getting deeper thinking established

Several students observed using the SOLO model in their own lessons to support differentiation

References• Biggs, J., (1999). Teaching for Quality

Learning at University. Buckingham: SRHE/Open University Press.

• Biggs, J., & Collis, K., (1982). Evaluating the Quality of Learning: the SOLO taxonomy New York: Academic Press.

• Biggs, J., (2011) Solo Taxonomy. Available at http://www.johnbiggs.com.au/solo_taxonomy.html downloaded 7 February 2012

AcknowledgementsPam Hook’s HookED SOLO Declarative

Knowledge Rubric Generator http://goo.gl/HfVXwe

Graphics (Slide 3,4,7,8,9) developed from a PowerPoint set originally by the Ministry of Education, New Zealand http://keycompetencies.tki.org.nz/content/download/675/4839/file/SOLO%20explained%20ppt.ppt