SOLO taxonomy Structure of Observed Learning Outcomes Taxonomy

SOLO taxonomy Structure of Observed Learning Outcomes Taxonomy: classification or category

Pre-structural

Unistructural

Multistructural

l The student is now able to appreciate the significance of the parts in relation to the whole.

Extended abstract

Is NK’s behaviour procedure effective? l Learning intention l Aimed at Extended Abstract but allows achievement at all levels l Learning verbs - Blooms

Uni-structural l I know how to log C 3 detentions for incorrect uniform – that’s it!

Uni-structural l I know to put a sticker in a diary if a student has a C 3 detention.

Uni-structural l I can log C 1 issues.

Multi-structural l I know how to log C 1 information when I contact home. I know how to refer it to my HOD when I have exhausted my strategies. I also know how to log C 3 detentions.

Moving to relational with hexagons C 4 C 3 After school detention Lunchtime detention not attended Parenta l letter

Relational C 4 C 5 Isolation Hub After school detention Restorative conversation Hub Parenta l letter Behaviour change C 3 Lunchtime detention not attended Phone out

Relational l l I understand how the C 1, 2, 4 system progresses from classroom teacher to Hod to SRM and progress managers. I understand how the C 3 C 4 C 5 and C 6 sanctions support our behaviour policy. I can see how the sanctions and information logged through SIMS work together. I understand that a set of strategies are required at each level to support students and resolve issues, thereby avoiding the next level of sanction

High Order Thinking MAPS

Extended abstract l l l I understand all aspects of the NK behaviour procedure I can evaluate its effectiveness I can see where minor changes could be made to improve it

SOLO Stations l l l SIMS session Create list of strategies for C 1 or C 2 Flow chart sequence Bigger picture - hexagons Is NK behaviour procedure effective? Pull together evidence using HOT map Write a speech or essay; create a ppt; have a discussion

Solo Taxonomy l l l l l Self / peer assessment is built in Encourages independent work Creative group work Regular self assessment Easy for student / teacher / Ofsted to see progress / next steps / achievement level It is applicable to any subject area. Not all students get through all five stages Not all lessons will deal with all five stages Better than Blooms

Good reasons for using SOLO: l l It is a helpful way for teachers to plan learning outcomes which concentrate on complexity rather than difficulty as understanding moves from the superficial to the deep Progress from one SOLO level to the next is implicit It provides a common language for learning which helps teachers and students understand how progress can be made Easily links with exam criteria

Good reasons for using SOLO l l l It can help teachers to plan lessons which take account of prior knowledge to provide effective differentiation Once the language has been understood it can be integrated effortlessly into schemes of learning Feedback Feed up Feed Forward going on all the time Encourages independent learning Less teaching!?

Resources l http: //taitcoles. wordpress. com l http: //lisajaneashes. edublog. org l http: //learningspy. org. uk l http: //pamhook. com/