Going SOLO

1. Going SOLO Using SOLO Taxonomy to raise the quality of learning to “out of this world.”

2. How much of your cluster or classroom learning can claim to meet these criteria? • For learning to be successful, it needs to be • focused • meaningful, purposeful and utilised • linked to other knowledge • reflected upon • sustained over time How extensive is the change? All teachers? Regularly?

3. Structure of Observed Learning Outcomes

4. Activity: In groups discuss what a tree would be like at each level. Individually, in each your 5 spaces, draw a tree representing a level of SOLO, and write a statement about the tree at that level. Be ready to share in approx 10 minutes. Prestructural Unistructural Multistructural Relational Extended Abstract A tree has a trunk, leaves and fruit. When a tree grows, the roots grow down into the soil, and a trunk begins growing above. From this trunk grow branches, twigs and leaves. The roots of a tree anchor it firmly in the ground and absorb nutrients and water from the soil. Plant leaves absorb carbon dioxide, pull water up through their roots and use light to make sugar (photosynthesis). Plants use the sugar to grow. Plants give off oxygen as a by-product. The green parts of the plant make the sugar and oxygen. In winter some trees lose their leaves as the nutrients move down into the root systems as light and warmth diminish. The tree has an important role to play in the survival of the planet. If, for example, we cut down rainforests or clear native bush to develop an exotic forestry industry, we risk irreversible damage to our planet. How will our planet renew its atmosphere if we remove most of the trees? What effect will it have on birds and insects, and how will that in turn affect us? What do we need to think about here? This is a Tree

5. Comparisons of Taxonomies that indicate developmental stages for Learning

6. Structure of Observed Learning Outcomes SOLO Taxonomy It describes level of increasing complexity in a student's understanding of a subject, through five stages, and it is claimed to be applicable to any subject area. Self Assessing: • Where are you? • What do you need to do to move to the next step?

8. Why use SOLO? • SOLO is a true hierarchic taxonomy – increasing in quantity and quality of thought • SOLO identifies five stages of understanding. Each stage embraces the previous level but adds something more. • SOLO is a powerful tool in differentiating curriculum and providing cognitive challenge for learners • SOLO allows teachers and learners to ask deeper questions without creating new ones • SOLO is a powerful metacognitive tool

9. Surface and Deep Thinking Unistructural and multistructural questions test students’ surface thinking (lower-order thinking skills) Relational and extended abstract questions test deep thinking (higher-order thinking skills) Use of SOLO allows us to balance the cognitive demand of the questions we ask and to scaffold students into deeper thinking and metacognition

10. Applying SOLO Taxonomy

11. Applying SOLO Taxonomy Create an Assessment Rubric For “Sporting A Dream” As an example of the Inquiry Process in learning.

12. Applying SOLO Taxonomy

13. Applying SOLO Taxonomy

14. So What! ???