How to recognise the shift from surface to deep learning
Pam Hook pam.hook@gmail.com www.pamhook.com
Š HookED Pam Hook, 2012. All rights reserved.
How to recognise the shift from surface to deep learning Pam Hook pam.hook@gmail.com www.pamhook.com
How to recognise the shift from surface to deep learning We need a powerful and simple model to recognise the shift from surface to deep. This is because achieving deep learning is not about - "I know it when I see it". Deep learning is not about - "what to do". Rather deep learning is all about - "when to do it". This talk explores the classroom - based use of SOLO Taxonomy and how it is used to make both surface and deep learning visible so that teachers and students have access to the "when to do it" - the next steps for learning.
What am I doing? How well is it going? What should I do next?
Activity: Draw the shift from surface to deep learning
Draw deep learning
Professor John Biggs
Amazing! This beats extended abstract! Congratulations! I’m very pleased to see what great work you are doing in such a different context to ours. Thank you for sending me the URLs -- very interesting and a new direction for SOLO as far as I know. Your presentations really delve into the application of SOLO at a level in Primary especially that we didn’t go into at all. Congratulations on your work!
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hooked
I trust your judgement in using and interpreting thinking www.hooked-on-thinking.com SOLO. May the New Year see more of this great stuff! ON
John Hattie in the foreword to Hook, P. (2015). First steps with SOLO Taxonomy. Applying the model in your classroom. Essential Resources Educational Publishers Limited. New Zealand.
Š HookED Pam Hook, 2012. All rights reserved.
What is SOLO Taxonomy?
The Structure of Observed Learning Outcomes
Prestructural Unistructural
Multistructural
Relational
Extended Abstract
Biggs, J.B., and Collis, K.F. (1982) Evaluating the Quality of Learning-the SOLO Taxonomy (1st ed) New York: Academic Press. © HookED Pam Hook, 2012. All rights reserved.
ideas – relate – extend
SOLO multistructural |relational | extended abstract
• Surface understanding
relating ideas • Deep understanding
• Conceptual understanding extending ideas
many ideas
© HookED Pam Hook, 2012. All rights reserved.
SOLO Taxonomy
iterative ongoing spiral increasing cognitive complexity Extended abstract
transfer to new contexts CONCEPTUAL
Relational
make connections DEEP
Multistructural
bring in ideas (consolidate) SURFACE
Unistructural
bring in an idea (acquire) SURFACE
Prestructural
no idea MISSES THE POINT
Complexity of learning outcomes Declarative Knowledge – Knowing about Assessing – Categorising – Planning
Prestructural level I have not yet grasped the idea.
Unistructural level I have one relevant idea.
Multistructural level I have several relevant ideas.
Relational level
Extended abstract level
I have related (or linked or integrated) the ideas.
I have taken the related ideas and extended them .
Complexity of learning outcomes Functioning Knowledge – Knowing how to Assessing – Categorising – Planning
Prestructural level I cannot do this.
Unistructural level I can - if I copy or follow directions.
Multistructural level I can - but I am not sure and make mistakes.
Relational level
Extended abstract level
I can - I know how, when, why. I can correct my mistakes.
I can use this skill in new ways – e.g. in the service of others.
Bridget Casse – St Joseph’s School Orakei – Auckland New Zealand
What is the classroom - based approach to SOLO Taxonomy? Activity: Think – Pair - Share What are five key points about the classroom based use of SOLO Taxonomy?
© HookED Pam Hook, 2012. All rights reserved.
What is the classroom based approach to SOLO Taxonomy?
© HookED Pam Hook, 2012. All rights reserved.
Why use the classroom based approach to SOLO Taxonomy? “knowing when”
© HookED Pam Hook, 2012. All rights reserved.
Giving students a model of “surface” and “deep” they can use to talk about next steps Metacognition What am I doing? How well is it going? What should do next?
Questions, questioning, questioners Academic verbs - equity
Critical Thinking Interpretation Evaluation
Self-regulation
Learning tasks and success criteria
Creative Thinking Fluency FlexibilIty Originality Elaboration
Feedback and feedforward
Effort and strategies Bringing in ideas Connecting ideas Extending ideas
© HookED Pam Hook, 2012. All rights reserved.
Prior knowledge
To develop learners who know … “how to” “what to” “why to” “where to next” “progress”
“when” “goals”
What am I doing? How well is it going? What should I do next?
© HookED Pam Hook, 2012. All rights reserved.
SOLO Taxonomy - A Language for Learning SOLO Multistructural
SOLO Relational
Bringing in ideas
Linking ideas
Academic verbs Connectives Questions
Academic verbs Connectives - “because” Questions Learning strategies
Learning strategies
SOLO Extended abstract Extending/Transferring ideas
Academic verbs Connectives - “make a claim … because … because …” Questions Learning strategies
On surface and deep and being purposefully pedagogically promiscuous Examples of SOLO based pedagogies used to shift learning – HookED SOLO on Pinterest 39 boards 3.45k pins – HookED SOLO on Twitter @arti_choke over 8100 followers – HookED SOLO on Twitter @globalsolo over 3400 followers – HookED YouTube Channel – SOLO Taxonomy 75+ videos
What do students say?
Joy Williams – Waitakiri School – Christchurch New Zealand
What do students say?
Joy Williams – Waitakiri School – Christchurch New Zealand
What do students say? I think SOLO Taxonomy helps you see where you are at and where you can work towards in the next stage. I like seeing that if I am not doing a thing right or I need help, that SOLO can help me work on it as a personal goal or I can ask for help knowing exactly what I need help with. SOLO Taxonomy can really help when you are trying to learn about something new. Once you have done an experiment it helps you to expand on what your observed and helps you to ask more questions. SOLO Taxonomy mapping gives you a chance to put all of your thoughts down on paper and allows you to think deeper about the task at hand. Willem Tolhoek - Year 9 Science - Lincoln High School
Š HookED Pam Hook, 2012. All rights reserved.
What do students say? SOLO Taxonomy has helped me understand the way Science works and the different stages of thinking. The five stages of SOLO have influenced my way of thinking. I now know to think outside of the box and to open up my mind to expand my ideas and to look at them in new light. Learning using SOLO Taxonomy is cool and it helps you observe and inference more productively. SOLO Taxonomy helps with learning how to observe and inference because it forces you to think deeper about the context, and how it works, thus having a clearer understanding SOLO Taxonomy helps link your initial first thoughts to inferring how you think it happened, then it makes you wonder and think deeper. Willem Tolhoek - Year 9 Science - Lincoln High School
Š HookED Pam Hook, 2012. All rights reserved.
What do students say?
SOLO Taxonomy has helped me to unpack my thinking by helping me evaluate my work so I can then figure out what the next step is to improve my work. SOLO Taxonomy made learning about observations and inferences really clear and easy to understand. It allowed me to produce work that is more relevant and accurate. SOLO Taxonomy helps me to thread my ideas about observations and inferences together and get a better understanding of what is happening.
Willem Tolhoek - Year 9 Science - Lincoln High School
Š HookED Pam Hook, 2012. All rights reserved.