JOHN BIGGS SOLO TAXONOMY PDF

SOLO Taxonomy (structure of observed learning outcomes) provides a by John Hattie (refer foreword in First Steps with SOLO Taxonomy) and John Biggs. Page 1. SOLO Taxonomy, Biggs’ Webpage academic/solo-taxonomy/. Page 2. Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome) (Educational Psychology Series) [John B. Biggs, Allen J.

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Ergogenic Aids Solo taxonomy Student task sheet This initial success prompted txonomy to continue to make use of the idea in my own teaching and also to share it with colleagues to see where it went. Students were able to quickly develop their thinking to become more complex and the clear structure seemed to make more challenging tasks more accessible.

What am I learning? There is also a good explanation of SOLO on the learningandteaching. What impact will the use of effective visual images on forming the sequencing of questioning have on the development of verbal responses from Y9 students?

SOLO Taxonomy | John Biggs

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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.

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Structure of observed learning outcome

Evaluating the quality of learning: The progression to relational and extended abstract outcomes is qualitative. Schools using SOLO, report improvements in student learning outcomes; a raise in student sklo and increases in student engagement in learning. Hexagons, board pens and videotapes …well mobile phones Purple Pedagogy – November 12, At the unistructural level, one aspect of the task is picked up, and student understanding is disconnected and limited.

At the multistuctural level, several aspects of the task are known but their relationships to each other and the whole are missed. What do I do next?

Purple Pedagogy Talking about teaching…. Ergogenic Aids Solo taxonomy Student task sheet.

Interventions Thinking interventions and e-learning interventions that enhance the conditions of value when learning SOLO differentiated interventions. This initial success prompted me to continue to make use of the idea in my own teaching and also to share it with colleagues to see where it went. SOLO is used to: Fast forward six months and Nikki is presenting her experiences to the Thursday Morning Thriller crowd.

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. Samples of work shared made it clear that the introduction of SOLO as a concept into learning made it easier for students to make progress.

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Notify me of new posts via email. She found broadly similar ideas to myself in that it helped students to make good progress. So by all means you have my permission to proceed as you see fit with that.

Using SOLO taxonomy to teach to the top and scaffold the bottom

My initial findings were that it really worked! The next two levels, unistructural and multistructural are associated with bringing in information surface understanding.

What became clear after a period of time was that the highest ability students were not making the anticipated progress because they were too diligent and were attempting every element of the tasks presented to them rather than defining their own entrance into the task at an appropriate solk.

Buckingham Open University Press.

You are commenting using your WordPress. Foreword by John Hattie. They are making use of SOLO as part of their assessment without levels plan. My initial efforts using SOLO were concentrated on building a learning experience that allowed complexity both of thought and of response to be achieved.