Importantly, there are symbols to represent each level too. The integration of meta-cognitive instruction with discipline-based learning can also enhance student achievement and develop students’ ability to learn independently. It consists of five levels of understanding: 1. The use of formative assessment, for example, helps make students’ thinking visible to themselves, their peers, and their teacher. Essential Resources Educational Publishers Limited. SOLO stands for “structure of observed learning outcomes” and is a concept devised by John Biggs and Kevin Collis in 1982 to describe levels of increasing complexity in students’ understanding. A student at the uni-structural stage might give a response such as “I have some understanding of this topic”. The structure of observed learning outcomes taxonomy (SOLO taxonomy) is a tool for measuring how well a student understands a topic. Using SOLO taxonomy involves learners in their own differentiation and makes the process behind learning explicit. According to Hook and Mills (2011), the new understanding that emerges at the extended abstract level is “rethought” at another conceptual level, looked at in a new way, and used as the basis for prediction, generalisation, reflection, or creation of new understanding. Research-based tips to ensure that metacognitive strategies become a life-long part of your students’ study skills, Use objective-based marking to save time and engage students with online feedback, Use this infographic with your 14–16 classes to boost their knowledge of diamond, graphite, graphene and fullerenes, Alcohols, carboxylic acids and esters don’t have to be difficult – try these practical tips in your classroom. According to Beck et al (1989), instruction that focuses solely on accuracy does not necessarily help students develop fluency.The ability to monitor one’s approach to problem-solving – to be meta-cognitive – is an important aspect of the expert’s competence. SOLO taxonomy Structure of Observed Learning Outcomes (SOLO) taxonomy is a model that classifies learning outcomes according to their complexity. It describes levels of increasing complexity in a learner's understanding of subjects that aids both instructors and learners in understanding the learning process. Thus was constructive alignment born.”. Here are the slides on SOLO taxonomy as a way of explaining the increasing depth of focus. Constructive alignment can be used for individual courses, for degree programmes, and at the institutional level, for aligning all teaching to graduate attributes. You must state something relevant first before explaining how it relates to something else. Second, in order to develop competence in an area of inquiry, students must have a deep foundation of factual knowledge, understand facts and ideas in the context of a conceptual framework, and organise knowledge in ways that facilitate retrieval and application. It highlights the difference between surface and deep understanding, helping students understand where they are on that spectrum, and what they need to do to progress. SOLO (structure of observed learning outcomes) taxonomy is an illustrated model of learning that classifies depth of understanding into categories. The rubric used to assess your ePortfolio is based on the SOLO taxonomy. Pattern-recognition is an important strategy for helping students to develop confidence and competence. Any assessment for the purposes of accountability (such as national league tables and Ofsted) must improve in order to test deep understanding rather than surface knowledge.Third, the teaching of meta-cognitive skills should be integrated into the curriculum and this must be done in a variety of subject areas because the type of monitoring required will vary in each. The SOLO stands for: Structure of Observed Learning Outcomes . They get into the habit of starting at the basics and working up logically. Which do you use? A student at the extended abstract stage might give a response such as: “By reflecting and evaluating on my learning, I am able to look at the bigger picture and link lots of different ideas together.”. Increasingly, I've become rather embarrassed about my erstwhile advocacy for Biggs & Collis's generic taxonomy, the Structure of Observed Learning Outcomes. According to Biggs and Tang (2011), constructive alignment is a principle used for devising teaching and learning activities, as well as assessment tasks, that directly address the intended learning outcomes. SOLO Taxonomy is a systematic way of describing how a learner’s understanding develops from simple to complex when learning different subjects or tasks. Top SOLO abbreviation related to Teaching: Structure of Observed Learning Outcomes SOLO Taxonomy: Making meaning of ideas and information through reading, listening and viewing. Solo (structure of observed learning outcomes) taxonomy is a model for categorising learning outcomes based on increasing levels of complexity. At this level, a student’s understanding moves from quantitative to qualitative in that the different aspects are linked and integrated and now contribute to a deeper understanding of the whole. A student at the pre-structural stage will usually respond with “I don’t understand”. In other words, the verb tells students what relevant learning activities they need to undertake in order to attain the intended learning outcome.“Learning is constructed by what activities the students carry out; learning is about what they do, not about what we teachers do,” writes Biggs. Learners construct meaning from what they do to learn. Introduction to SOLO taxonomy 1. Second, teachers should teach less subject matter but teach the topics they do cover in greater depth, providing several examples in which the same concept is at work, providing a firm foundation of factual knowledge. SOLO requires students to think about the strengths and weaknesses in their own thinking when they are learning and to make thoughtful decisions on what to do next. By doing these three things, teachers can help their students to become experts.The nature of expertiseExperts’ abilities to reason and solve problems depend on well-organised knowledge that affects what they notice and how they represent problems.According to deGroot (1965), experts have the ability to see patterns of meaningful information and, as such, can begin problem-solving at a higher level. Download a SOLO taxonomy diagram to use with your class (MS Word or pdf). SOLOTaxonomy 2. Through their work, Biggs and Collis looked at the Structure of the Observed Learning Outcomes produced by learners in terms of complexity. Taxonomy (general) is the practice and science of classification of things or concepts, including the principles that underlie such classification. Experts’ abilities to reason and solve problems depend on well-organised knowledge that affects what they notice and how they represent problems. Constructive alignment also marries well with the SOLO taxonomy. 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