SOLO Taxonomy: Making meaning by HookED Educational Consultancy

SOLO Taxonomy: Making meaning of ideas and information through reading, listening and viewing. Pam Hook and Liz McNeill pam.hook@gmail.com elizmcneill28@gmail.com

Textual Literacy Making meaning

Reading Listening

Textual Literacy Relevance

“Before students can engage with the new participatory culture, they must be able to read and write. Youth must expand their required competencies, not push aside old skills to make room for the new.” Henry Jenkins 2009 p.19.

Use information, processes and strategies To show an increasing understanding of:

how texts are shaped for different purposes and audiences, ideas within, across and beyond texts, language features â&#x20AC;&#x201C; written, verbal and visual, and text structures.

ideas – relate - extend

• Surface understanding

relating ideas • Deep understanding

• Conceptual understanding

extending ideas

many ideas

The most powerful model for understanding these three levels and integrating them into learning intentions and success criteria is the SOLO (structure of observed learning outcome) model developed by Biggs and Collis (1982). Hattie 2012 p54

I use SOLO Taxonomy in all my subjects. It helps me plan out what I am writing and what I am doing and how I am going to work things out, because I can say if I want to get this far I have to chuck in some relational aspects of it …… And once you’ve written your essay or paragraph you can reflect back on it or, theorise about what you have done, evaluate how you have done your work and kind of reapply it, try a bit harder, change it to show extended abstract thinking. Two secondary students. Lincoln High School.

Weâ&#x20AC;&#x2122;re looking at a variety of texts including poems and short stories and are explaining significant connections across texts using supporting evidence. I think my responses are relational in writing and reading responses because I can identify connections between texts and link them together based on their themes. I am now going to extend my learning and apply that in my responses so that they are solo extended abstract responses, to do this I need to think about how the themes impact or relate to the real world. Secondary student. Westland High School

SOLO Taxonomy structure of observed learning outcomes

Levels

Prestructural

Unistructural Multistructural Relational

Extended abstract Biggs and Collis 1982

SOLO Taxonomy Biggs and Collis 1982

Define Identify Do simple procedure

Biggs, J.B., and Collis, K.F. (1982) Evaluating the Quality of Learning-the SOLO Taxonomy (1st ed) New York: Academic Press.

Define Describe List Do algorithm Combine

Formulate questions Compare/contrast Explain causes Sequence Classify Analyse -part/whole Relate Analogy Apply

Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect

Constructive alignment Use the HookED SOLO LIG to create learning intentions. Content examples • author’s purpose • audience • point of view • situation – setting • characters • visual language

http://pamhook.com/wiki/SOLO_based_ap proaches_and_effective_strategies

SOLO based approaches and effective strategies

SOLO based teaching & learning strategies What makes you say that? (visible thinking routine) Close reading Improving an existing answer SOLO Stations The “quote, context, significance, wrap-up” strategy See-think-wonder (visible thinking routine)

Literature circles

Make your own success criteria

http://pamhook.com/wiki/SOLO_based_ap proaches_and_effective_strategies

SOLO noughts and crosses

HOT mapping and self-assessment rubrics Concept mapping hexagons

SOLO hot potato

“Write your own testPam paper © HookED Hook,and 2012.model All rightsanswers” reserved.

What am I doing?

How well is it going? What should I do next?

Making meaning of text purposes and audiences.

Effective strategy

Example HookED SOLO Describe ++ Map

Making meaning of ideas within language contexts.

Effective strategy

Example

Making meaning of text enhancing language features.

Effective strategy

Example

Effective strategy

Example

Making meaning of the structure and organisation of texts.

Effective strategy

Example

Thematic Study

Thematic Study - Learning Logs Character/ Individual’s name

LI: Describe the physical traits of a character. eg age, looks (Use adjectives to describe their personality)

LI: Explain why the LI: Evaluate the extent to character is central to the which the character’s text response to control is passive or reactive* [Relational task] [Extended Abstract task]

LI: Make a generalisation about the outcome for characters in dystopian themed texts

Use a HOT SOLO EXPLAIN Map and self-assessment rubric

Use a HOT SOLO GENERALISATION Map and self-assessment rubric

[Extended abstract task]

[Multistructural task]

Effective strategy

Use a HOT SOLO DESCRIBE Map and selfassessment rubric.

Use a HOT SOLO EVALUATE Map and selfassessment rubric

Thematic Study - Learning Logs Text title

LI: Identify where and when the story takes place

[Unistructural task] [Unistructural/ Multistructural task]

LI: Describe the setting of a dystopian themed text . (Place, time and atmosphere) [Multistructural task]

LI: Compare and contrast the settings from two different dystopian themed texts. [Relational task]

LI: Evaluate the extent to which settings in dystopian themed texts: allow the government to control its citizens; encourage a main character to rebel against authority; or support the main idea or themes of the texts. [Extended abstract task]

Effective strategy

Use HOT SOLO DESCRIBE map and self-assessment rubric

Use HOT SOLO COMPARE and CONTRAST map and self-assessment rubric

Use HOT SOLO EVALUATE map and self-assessment rubric. Refer Fig X. below.

http://pamhook.com/solo-apps/hexagongenerator/

SOLO Hexagons

Pam Hook and Liz McNeill pam.hook@gmail.com |www.pamhook.com elizmcneill28@gmail.com