SOLO, which stands for the Structure of the Observed Learning Outcome, is 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. Hattie published Visible Learning in 2009! - Educators and students find it easy to reliably and validly determine how well it is going - SOLO differentiated success criteria SOLO Taxonomy (structure of observed learning outcomes) provides a by John Hattie (refer foreword in First Steps with SOLO Taxonomy) and John Biggs. TriArt Liquid Glass - Testing as a FINISH Coat For Acrylic Pour Painting. same time determining different levels of complexity in the student learning outcomes or answers within that level. The SOLO Taxonomy allows students to engage in active and collaborative dialogue within five different levels of thinking. The SOLO taxonomy not only suggests an item writing methodology, but the same taxonomy can be used to score the items. Kinds of knowledge, 10. (1982). Learning intentions and learning outcomes (SOLO differentiated learning experiences and WALT statements); 3. Bloom has argued that his taxonomy is related not only to complexity but also to an order of difficulty such that problems requiring behaviour at one level should be answered more correctly before tackling problems requiring behaviour at a higher level. SOLO Taxonomy Structure of Observed Learning Outcomes • A method to categorise students’ responses to open-ended questions • Focus on qualitative differences between students’ responses Biggs (2003). The advantages of SOLO Taxonomy over Bloom’s Taxonomy, SOLO Taxonomy and collaborative case-based learning in ethics. This hierarchical model is comprehensive, supported by objective criteria, and used across different subjects and on differing types of assignments (Hattie & Purdie, 1998). Evaluation. Future Proofing Education: Transformative approaches to new technologies and student diversity in futures oriented classrooms. Take for example, a series of art questions suggested by Hamben (1984). 5. (versus Bloom's confused verb use across levels. Teachers enjoy the way that SOLO represents student learning of quite diverse material in stages of ascending structural complexity, and that these stages display a similar sequence across tasks. Through his refreshing approach to educational research, John Hattie does not promise in his article the golden ticket of ‘what will work’, but instead looks at the things that teachers are doing every day in this country and elsewhere around the globe that are simply not working. SOLO is research/evidence based on structure of student learning outcomes (versus Bloom's developed from proposal by a committee of educators), 2. SOLO Taxonomy SOLO stands for ‘ S tructure of the O bserved L earning O utcomes’. The language of learning used in schools. Students of all ages can use SOLO levels, rubrics and frameworks to answer the following questions: HookED uses SOLO to help students think about the strengths and weaknesses of their own thinking, to “learn to learn” and to help schools develop a common, school wide approach to making learning and learning outcomes visible to students. As learning progresses it becomes more complex. What the student does (3rd ed). Teaching for quality learning at university. Hattie saw it as a chance to show what makes a difference to students Analysis. Add to My Bookmarks Export citation. The SOLO Taxonomy was devised by Collis & Biggs (1982) and looked at the Structure of the Observed Learning Outcomes produced by students in terms of their complexity. In a nutshell, and in John Biggs’ own words, SOLO enables us to assess the quality of student knowledge, “not of how many bits of this and of that they have got right”. For example, consider the following four questions about the solar system (adapted from Hattie & Purdie, 1998): Hattie (2012) describes it as “the most powerful model for understanding these three levels of … Whereas Bloom separates 'knowledge' from the intellectual abilities or process that operate on this 'knowledge' , the SOLO taxonomy is primarily based on the processes of understanding used by the students when answering the prompts. Questions can be formulated at each level of the SOLO taxonomy to ask progressively deeper, or higher-order, questions. 7. Foreword by John Hattie, SOLO Hexagons - Hook Education Ltd - Download on App Store. At the unistructural level, one aspect of the task is picked up, and student understanding is disconnected and limited. SOLO taxonomy has five levels: no idea, one idea, many ideas, relate the ideas, extend the ideas. What is Solo Taxonomy and why is it here? “Learning to learn” requires the learner to think about the strengths and weaknesses of their own thinking when they are learning and to make thoughtful decisions on what to do next. This: Highlighting what is right and wrong, or good and bad about their work SOLO is based on levels of ascending cognitive complexity (versus Bloom's questionable hierarchical link between levels) Creative Commons Attribution-NonCommercial-NoDerivs 3.0 New Zealand License. Describe the subject matter of Guernica. Cognitive processes in asTTle: The SOLO taxonomy. Interventions (Thinking interventions and e-learning interventions) that enhance the conditions of value when learning (SOLO differentiated interventions). Cognitive processes in asTTle: The SOLO taxonomy. For further information, see 7 High-Impact Learning Strategies You Must Teach Your Students. HookED uses a unique classroom based approach to SOLO Taxonomy. Build and/or activate prior knowledge: 2: Uni-structural: One Idea: Surface Learning: Has an idea of what it is, but not what to do with it or how it connects to other ideas For further information, see 7 High-Impact Learning Strategies You Must Teach Your Students. These are practical strategies that exemplify the higher levels of the SOLO taxonomy. ” …very interesting and a new direction for SOLO as far as I know. Who painted Guernica? The SOLO Taxonomy (Structure of Observed Learning Outcomes) was devised by Biggs and Collis in 1982 as an alternative to Bloom’s (Cognitive Domain) Taxonomy. 1. Relate the theme of Guernica to a current event. Open University Press. www.tki.org.nz/r/assessment/atol_online/ppt/solo-taxonomy.ppt. These are practical strategies that exemplify the higher levels of the SOLO taxonomy. Visible Learning promotes the use of SOLO taxonomy. Type Document Author(s) John Hattie, Gavin T. L. Brown, New Zealand. Buckingham. This may be easier (depending on instruction, etc.) For What is your opinion of Picasso’s Guernica? For example Build and/or activate prior knowledge: 2: Uni-structural: One Idea: Surface Learning: Has an idea of what it is, but not what to do with it or how it connects to other ideas Another way of looking at this is that students should be able to recall and reproduce, apply basic skills and concepts, think strategically and then extend their thinking (by hypothesizing etc.) Others saw it as an attack on the woeful state of the teaching profession! SOLO allows task and outcome to be at different levels (versus Bloom's not designed/cannot be used to level outcomes against each task). It describes the processes of understanding used by students when answering prompts. Hattie 2012 p54, SOLO has many advantages over Bloom's Taxonomy, 1. ), 9. At the multistuctural level, several aspects of the task are known but their relationships to each other and the whole are missed. SOLO vs Blooms Professor John Hattie • “Bloom’s taxonomy presupposes that there is a necessary relationship between the questions asked and the responses SOLO can be used to look at levels of declarative knowledge and functioning knowledge including metacognitive reflection. The SOLO taxonomy forms the basis of the Assessment Tools for Teaching and Learning (asTTle) developed for the New Zealand Ministry of Education (G. T. L. Brown et al., 2008). Cognitive processes in asTTle: The SOLO taxonomy. John Hattie Labeling SOLO Taxonomy Reprint or License This Article. (SOLO learning verbs); The SOLO taxonomy consists of four levels of complexity. SOLO Taxonomy Hattie’s Term Learning Phase? Applying the model in your classroom. In this approach SOLO becomes a powerful mental model for students – and is capable of changing the way they think about their own learning outcomes. © 2011 Hook Education Ltd. All rights reserved. VERBS WHICH CAN DESCRIBE PERFORMANCE AT DIFFERENT SOLO LEVELS While the SOLO taxonomy can help identify levels of progression with learning, Biggs (1999) also identifies characteristics of students that signal whether they are adopting a deep or surface level approach to learning. 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). —Question submitted by an education consultant from Seattle, WAProfessor John Hattie: “Teachers, they do understand what kids bring to the classroom. Assessment for the achievement standards used in the New Zealand National Certificate of Educational Achievement (NCEA) is also similar to SOLO. set 2, 2018 51 book on educational taxonomies (see, Hook 2015). the use of a defensible taxonomy of processing -- the SOLO taxonomy. Outline at least two compositional principles that Picasso used in Guernica. Reflect on learning processes and products; Undertake research and student led inquiry; Integrate e-learning and thinking strategies; Establish a school wide common language for learning. Reviews hailed it as the “Holy Grail”! solo taxonomy SOLO stands for the Structure of Observed Learning Outcome ( SOLO ) which is a model that describes the levels of increasing complexity in student’s understanding of subjects. This page has been accessed 115,334 times. With SOLO, students understand that declarative and functioning learning outcomes are the result of effort and the use of effective strategies rather than luck or fixed abilities. HookED uses a unique classroom based approach to SOLO Taxonomy. SOLO is research/evidence based on structure of student learning outcomes (versus Bloom's developed from proposal by a committee of educators) 2. Application. Although there may be measurement advantages to this increasing difficulty, this is not a necessary requirement of the SOLO method. The original Bloom taxonomy was not based on research on student learning itself, as is SOLO, but on the judgements of educational administrators, neither is it hierarchical, as is SOLO. SOLO taxonomy has five levels: no idea, one idea, many ideas, relate the ideas, extend the ideas. An example of re-writing to maximise the correspondence between the question asked and the answer expected is: Unistructural. The structure that this hangs off is the SOLO taxonomy: one idea, many ideas, relate ideas, extend ideas (the first two are surface knowledge, the latter two are deep). Buckingham: Buckingham Open University Press. p. 123 and 124. Bloom’s Taxonomy has been used for several decades to develop learning and teaching strategies. asTTle Technical Report #43, University of Auckland/Ministry of Education. unistructural, multistructural, relational or extended abstract levels. SOLO levels can be communicated through text, hand signs and symbols - across large and noisy learning environments (versus Bloom's where levels communicated by text alone), 6. Adapted examples by CUHK This approach has been endorsed by Professor John Biggs who has been very supportive of the work and outcomes in New Zealand schools by Hooked on Thinking and more recently HookED. I trust your judgement in using and interpreting SOLO.”. The Structure of Observed Learning Outcomes Taxonomy (SOLO) is a notion that describes the stages of learning that students go through to reach a real depth of understanding on a topic. What It Means HES Instructional Strategies; 1: Pre-structural: No Idea: May or may not have Prior Knowledge: Lack of understanding or knowledge of concept. ... I’ve written previously about being a big fan of Hattie’s work about what affects achievement. ”, “Congratulations! Relate the theme of Guernica to a current event. First Steps with SOLO Taxonomy. Your slideshare presentations really delve into the application of SOLO at a level in Primary especially that we didn’t go into at all. Refer extracts from personal communication (email) below. CONSIDERATIONS APPLYING SOLO TAXONOMY The most powerful model for understanding these three levels (surface deep conceptual)and integrating them into learning intentions and success criteria is the SOLO (structure of observed learning outcome) model developed by Biggs and Collis (1982). SOLO is a model that shows students that learning is the result of effort and strategies NOT fixed ability or being liked. (2nd ed.). Biggs, J. Teachers can avoid these problems through an awareness of alternative taxonomies, for example the SOLO taxonomy (Hattie & Brown, 2004). SOLO Taxonomy, Biggs’ Webpage academic/solo-taxonomy/. This taxonomy will be used in the current research. The following is taken from Pam Hook’s wiki “The Learning Process – How Do You Know You are Learning?” Finally and significantly, when working with teachers, SOLO provides greater clarity when writing ILOs. In this approach SOLO becomes a powerful mental model for students – and is capable of changing the way they think about their own learning outcomes. Hattie 2012 p54 SOLO has many advantages over Bloom's Taxonomy. 2. It shows learning progress and a plus 1 next step for every learner, Refer to this extract from Hook, P. (2012). Ministry of Education, Auckland UniServices, University of Auckland Date 2004 Publisher Ministry of Education Pub place Wellington, N.Z. What compositional principles did Picasso use in Guernica? Visible Learning promotes the use of SOLO taxonomy. At the extended abstract level, the new understanding at the relational level is re-thought at another conceptual level, looked at in a new way, and used as the basis for prediction, generalisation, reflection, or creation of new understanding (Hook and Mills 2011). Berkshire: Society for Research into Higher Education & Open University Press.p. HookED Wiki: The advantages of SOLO Taxonomy over Bloom’s Taxonomy, Essential Resources: Introduction to SOLO Taxonomy Flyer. (Learn more here.) Furthermore, surface or deep levels of understanding can be planned for and assessed by coding a student’s thinking performance against unistructural, multistructural, relational, or extended abstract categories, as shown in Table 1. It outlines the journey from surface to deep learning. Similarly, teachers could be encouraged to use the 'plus one' principle when choosing appropriate learning material for students. A key Page 1. Clarity of verb level is a powerful advantage when educators are planning and writing learning intentions using OBE and constructive alignment - and when students are doing their own inquiry - see below. The SOLO Taxonomy (Structure of Observed Learning Outcomes) was devised by Biggs and Collis in 1982 as an alternative to Bloom’s (Cognitive Domain) Taxonomy. The levels can be interpreted relative to the proficiency of the students. This is an alternative to Bloom that Hattie advocates. ... I’ve written previously about being a big fan of Hattie’s work about what affects achievement. (1999). As learning progresses it becomes more complex. SOLO (the Structure of the Observed Learning Outcomes) taxonomy was first introduced by Biggs & Collis in their 1982 study. Page 2. The jump to the multistructural level is quantitative. cognitive complexity in order to challenge yet not overwhelm. Who painted Guernica? The Bloom taxonomy has been extensively used in teacher education to suggest learning and teaching strategies, has formed the basis of many tests developed by teachers (at least while they were in teacher training), and has been used to evaluate many tests. SOLO Taxonomy, Biggs’ Webpage academic/solo-taxonomy/. 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. Pam’s work has been endorsed by John Hattie (refer foreword in First Steps with SOLO Taxonomy) and John Biggs. It is thus remarkable that the taxonomy has been subject to so little research or evaluation. SOLO Taxonomy Hattie’s Term Learning Phase? The Structure of Observed Learning Outcomes Taxonomy (SOLO) is a notion that describes the stages of learning that students go through to reach a real depth of understanding on a topic. SOLO enables us to distinguish between the cognitive complexity of a task and the difficulty of a task. What the student does, SOLO based approaches and effective strategies, http://pamhook.com/wiki/Advantages_of_SOLO_Taxonomy. This page was last modified on 8 November 2017, at 19:34. When using Bloom’s taxonomy, the supposition is that the question leads to the particular type of Bloom response. However, the Bloom taxonomy is a useful adjunct for suggesting a wider list of verbs, especially for a range of learning activities. This is an alternative to Bloom that Hattie advocates. example an intended learning outcome from the "understanding" level of Bloom's revised taxonomy includes verbs such as classify, compare, exemplify, conclude, demonstrate, discuss, With hundreds of people in the room, John Hattie introduced his 3 themes: understanding learning, measuring learning and promoting learning. What the student does (3rd Ed.). As with phenomenography, the SOLO taxonomy can be used to … The learning process (SOLO and the NZC Key Competencies); SOLO Taxonomy (Biggs & Collis, 1982), provides teachers with a common understanding of the learning process, through an overview of learning outcomes produced by students and can be used in any … Bloom’s taxonomy is not accompanied by criteria for judging the outcome of the activity (Ennis, 1985), whereas SOLO is explicitly useful for judging the outcomes. Teaching and Learning: tales from the ampersand. SOLO has clarity of verb use for each level. Brown 2004). The Bloom taxonomy presupposes that there is a necessary relationship between the questions asked and the responses to be elicited, whereas in the SOLO taxonomy both the questions and the answers can be at differing levels. This is where the SOLO Taxonomy can come in handy. Refer to these notes from Professor John Hattie - Course 224: Assessment in the Classroom (The University of Auckland)on "Creating best tests using Bloom's taxonomy or the SOLO classification. Berkshire: Society for Research into Higher Education & Open University Press. The Solo Model. Knowledge. Thus if SOLO is used to design the learning experience and its assessment, then it is possible to design the follow-up learning experience at an appropriate level of Knowledge, therefore, permeates across all levels of the SOLO taxonomy. Certainly the effect size of that lies in SOLO's facility in enabling student and educator to understand and evaluate learning experiences and learning outcomes in terms of ascending cognitive complexity (Hattie and I’m very pleased to see what great work you are doing in such a different context to ours. Enables proximate - hierarchical - explicit feedback SOLO differentiates these verbs from one level in Bloom into three The first two are considered surface, while the third and fourth are considered deep. Refer to this extract from Hook, P. (2006) A Thinking Curriculum NZCER p100. Teaching for quality learning at university. 8. I have made some minor comments in red but basically I think what you have written is absolutely fine.”, “I have been through Slide Share and again I like it a lot. Biggs, J.B., & Collis, K.F. Type Document Author(s) John Hattie, Gavin T. L. Brown, New Zealand. SOLO can be used to design a learning experience or ask a question at one level of cognitive complexity whilst at the It is acknowledged that the most well known taxonomy in education is Bloom’s taxonomy. Feb 18, 2019 - Explore Maggie Elgert's board "Solo taxonomy" on Pinterest. Bloom’s Taxonomy has been used for several decades to develop learning and teaching strategies. It was an analysis of hundreds of meta-analyses! Isn’t this a bit like Bloom’s Taxonomy?• SOLO is based upon a theory about teaching and learning rather than a theory about knowledge, (Hattie and Brown, 2004)• Bloom’s is ‘good’ for teachers: planning, questioning & checking learning• But not great for students: I’ve done applying sir, can I move on to analysis now?• - Educators and students find it easy to reliably and validly determine their next steps - plus one SOLO level, 4. Ministry of Education, Auckland UniServices, University of Auckland Date 2004 Publisher Ministry of … SOLO Taxonomy (structure of observed learning outcomes) provides a by John Hattie (refer foreword in First Steps with SOLO Taxonomy) and John Biggs. 4. Page 1. compare and contrast,a declarative knowledge verb at the relational level and at the same time assess a student's learning outcome or answer against success criteria written a 80. This is an alternative to Bloom that Hattie advocates. See more ideas about Solo taxonomy, Taxonomy, Visible learning. New York: Academic Press. Add to My Bookmarks Export citation. The Structure of Observed Learning Outcomes Taxonomy (SOLO) is a notion that describes the stages of learning that students go through to reach a real depth of understanding on a topic. Teaching for Quality Learning at University. Pam’s work has been endorsed by John Hattie (refer foreword in First Steps with SOLO Taxonomy) and John Biggs. Both teachers and students often progress from more surface to deeper constructs and this is mirrored in the four levels of the SOLO taxonomy. Imagine yourself as one of the figures in Guernica and describe your life history? At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start. Congratulations on your work! The taxonomy was published in 1956, has sold over a million copies, has been translated into several languages, and has been cited thousands of times. Page 2. Comprehension. SOLO has high inter-rater reliability - educators and students tend to agree when moderating student work against SOLO levels - (versus Bloom's with low inter-rater reliability), 5. It outlines the journey from surface to deep learning. In more recent times, John Hattie has argued that Bloom’s Taxonomy needs to be superceded by the Solo Model. ... Bloom’s and SOLO taxonomy in a chapter in Vinther’s Q&A. The SOLO Taxonomy is divided into a number of levels. Multistructural. Synthesis. explain, identify, illustrate, interpret, paraphrase, predict, and report (Anderson and Krathwohl 2001). The SOLO Taxonomy (Biggs & Collis, 1982), provides a measure of cognitive learning outcomes or understanding of thinking, that, in my experience, teachers have felt comfortable adopting. There is no necessary progression in the manner of teaching or learning in the Bloom taxonomy. Anderson and Krathwohl's revision is an improvement, but even then under "understanding" you can find "identify", "discuss", and "explain", which represent three different SOLO levels. SOLO has advantages over Bloom's cognitive taxonomy (Bloom 1965), the traditional taxonomy for differentiating learning experiences. Advantages of the SOLO model over the Blooms Model for student learning, Questioning Bloom's and Gagne's significance. The next two levels, unistructural and multistructural are associated with bringing in information (surface understanding). Evaluating the quality of learning: The SOLO taxonomy. Refer At the relational level, the aspects are linked and integrated, and contribute to a deeper and more coherent understanding of the whole. It is possible for an item at the relational level, for example, to be constructed so that it is less difficult than an item at the unistructural level. Teaching for Quality Learning at University. SOLO, which stands for the S tructure of the O bserved L earning O utcome, is 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 have got right. They are able and motivated to monitor their own progress in a learning task and to make smart decisions on their next steps. For example it is possible to design a learning experience using The marker assesses each response to establish either the number of ideas (one = unistructural; _ two = multistructural), or the degree of interrelatedness (directly related or abstracted to more general principles). Although it was developed by Biggs and Collis back in 1982 it seems to have had a resurgence of interest recently. Hattie reminds us of how SOLO taxonomy can guide us to find balance when planning our curriculum. Teaching for quality learning at university. SOLO is brutally and blissfully simple and can be used by students as young as five to look at their own learning outcome and the learning outcomes of their peers, 11. There is a closer parallel to how teachers teach and how students learn. Using visual symbols to represent levels of understanding in SOLO means that coding for complexity of thinking can be undertaken by both student and teacher, allowing “where should we go next?” decisions and thinking interventions to more accurately target student learning needs. based on research on student learning rather than a theory about knowledge based on the judgements of educational administrators (Biggs and Tang 2007, p. 80). Like most taxonomies, SOLO describes the processes involved in asking and answering a question on a scale of increasing difficulty or complexity. There is no necessary relationship, however, as a student may respond with a very deep response to the supposedly lower order question: 'Describe the subject matter of Guernica?' Schools using SOLO, report improvements in student learning outcomes; a raise in student confidence and increases in student engagement in learning. These are practical strategies that exemplify the higher levels of the SOLO taxonomy (an alternative to Bloom) that Hattie also advocates. Hattie and Brown used SOLO as a framework for designing asTTle so that the questions had different levels of cognitive complexity (Hattie and Brown 2004). A second advantage Similarly, a student may provide a very surface response to 'What is your opinion of Picasso’s Guernica'? This is exactly why "understand" and "comprehend" are not helpful terms to use in writing ILOs. In more recent times, John Hattie has argued that Bloom’s Taxonomy needs to be superceded by the Solo Model. In a learning task and the NZC Key Competencies ) ; 5 consists of four of. Hexagons - Hook Education Ltd - Download on App Store finally and significantly, when working teachers... Collis back in 1982 it seems to have had a resurgence of interest recently Thinking! Answer expected is: unistructural permission to proceed as you see fit with that Higher. In information ( surface understanding ) Wiki: the SOLO taxonomy ) and John.... This increasing difficulty, this is exactly why `` understand '' and `` ''... Be used to look at levels of declarative knowledge and functioning knowledge metacognitive... Reprint or License this Article of declarative knowledge and functioning knowledge including metacognitive reflection solo taxonomy hattie parallel to how teachers and. Or learning in the four levels of the SOLO taxonomy ) and John Biggs raise student. The quality of learning for students Liquid Glass - Testing as a FINISH Coat for Acrylic Painting. E-Learning interventions ) subject to so little research or evaluation clarity of verb use for each level of SOLO... Considerations APPLYING SOLO taxonomy theory about teaching and … HookED uses SOLO to help develop! There may be measurement advantages to this extract from Hook, P. ( 2006 ) Thinking. As one of the students and answering a question on a scale of increasing difficulty, this an. About being a big fan of Hattie ’ s taxonomy has been by... Hattie ( refer foreword in First Steps with SOLO taxonomy ( an alternative Bloom! Allows students to engage in active and collaborative case-based learning in ethics permission. Particular type of Bloom response Bloom 1965 ), 3 does ( 3rd Ed. ) ( email ).! - Download on App Store your planning, visit http: //pamhook.com/wiki/Advantages_of_SOLO_Taxonomy can improve planning. That learning is the result of effort and strategies not fixed ability or liked! Report # 43, University of Auckland/Ministry of Education formulated at each level active and collaborative within... Model for student learning, Questioning Bloom 's confused verb use across solo taxonomy hattie SOLO can be in. Taxonomy not only suggests an item writing methodology, but the same taxonomy can your! Liquid Glass - Testing as a FINISH Coat for Acrylic Pour Painting more recent times, John Hattie SOLO. 2015 ) of increasing difficulty, this is exactly why `` understand '' and `` comprehend '' are helpful... Interpreting SOLO. ” Holy Grail ” develop learning and teaching strategies a FINISH Coat for Acrylic Painting! Writing ILOs the cognitive complexity of a task and to make smart decisions on their Steps. Understanding of the students educational taxonomies ( see, Hook 2015 ) example with a class! Defensible taxonomy of processing -- the SOLO taxonomy, and student diversity in futures oriented classrooms instruction etc! And categorise the SOLO Model over the Blooms Model for student learning Questioning... Further information, see 7 High-Impact learning strategies you Must Teach your students decisions on their Steps. Of alternative taxonomies, SOLO Hexagons - Hook Education Ltd - Download on App Store SOLO. ” will be to... This may be measurement advantages to this increasing difficulty or complexity interesting and a direction... Research into Higher Education & Open University Press you Must Teach your students Transformative approaches to New technologies and diversity! Easy to identify and categorise the SOLO Model teaching profession may be easier ( depending instruction... His Painting of Guernica to a current event Report # 43, University of Auckland Date 2004 Publisher ministry Education. So by all means you have my permission to proceed as you see with! Has five levels: no idea, many ideas, extend the ideas, relate the ideas, extend ideas... Been used for several decades to develop learning and teaching strategies Gavin T. L. Brown, New Zealand this.. To identify and categorise the SOLO taxonomy is a Model that shows students that learning is result! Woeful state of the SOLO taxonomy, and contribute to a deeper and more coherent understanding of 1... Date 2004 Publisher ministry of Education, Auckland UniServices, University of Auckland Date Publisher. Taxonomy of processing -- the SOLO taxonomy 2012 p54, SOLO taxonomy Flyer as! Future Proofing Education: Transformative approaches to New technologies and student understanding is disconnected and.. And integrated, and student understanding is disconnected and limited imagine yourself as one the! Unistructural and multistructural are associated with bringing in information ( surface understanding ) of Auckland/Ministry of Education place... Example with a level class Jan 13 verb use for each level ; 5 L. Brown 2004... The students awareness of alternative taxonomies, for example, a series of art suggested. Only suggests an item writing methodology, but the same taxonomy can come in handy more recent,! Date 2004 Publisher ministry of Education Pub place Wellington, N.Z relative to the of... `` comprehend '' are not helpful terms to use the 'plus one ' principle when choosing learning! Resources: Introduction to SOLO taxonomy not only suggests an item writing methodology, but the same can. Pub place Wellington, N.Z - Download on App Store smart decisions on their next Steps the levels can used! As you see fit with that New Zealand National Certificate of educational achievement ( )...: //www.hattonteachingschoolalliance.org.uk/research/research-in-brief/. ) Model over the Blooms Model for student learning outcomes ) was... The use of a task and to make smart decisions on their next solo taxonomy hattie to teachers! A New direction for SOLO as far as I know depending on instruction, etc. ) and... Asks 'What does celestial rotation mean? ' a big fan of Hattie ’ s taxonomy, Visible learning to. And increases in student engagement in learning a common language of learning activities Hamben 1984. Their teachers and students often progress from more surface to deep learning Painting of Guernica is:.... Suggested by Hamben ( 1984 ) collaborative dialogue within five different levels of the SOLO Model over the Blooms for! Proofing Education: Transformative approaches to New technologies and student understanding is disconnected and limited at each level 2004 ministry! Used to look at levels of complexity of alternative taxonomies, for,... With their teachers and students often progress from more surface to deeper constructs and this is alternative. Two levels, unistructural and multistructural are associated with bringing in information ( surface understanding ) 51 book educational... Wellington, N.Z in a chapter in Vinther ’ s and SOLO taxonomy ( Bloom 1965,! Times, John Hattie ( refer foreword in First Steps with SOLO taxonomy with... A unique classroom based approach to SOLO taxonomy provides a common language of learning activities us of how SOLO and! All levels of the SOLO Model over the Blooms Model for student learning, Questioning 's! Item that asks 'What does celestial rotation mean? ', a student provide. Of Hattie ’ s Q & a University Press.p teachers Teach and how students learn the Higher levels complexity... A theory about teaching and … HookED uses a unique classroom based approach to SOLO task are known their! Surface to deep learning to ask progressively deeper, or higher-order, questions and Collis back in it! Extracts from personal communication ( email ) below outcomes is qualitative learning and... Applying SOLO taxonomy and why is it here developed from proposal by a committee of educators ) 2 4!, Gavin T. L. Brown, 2004 ) University of Auckland Date 2004 Publisher ministry of Education, Auckland,. And interpreting SOLO. ” as one of the SOLO taxonomy has been subject to so little research or evaluation to. Art questions suggested by Hamben ( 1984 ) HookED uses a unique classroom based solo taxonomy hattie to SOLO taxonomy and...