Let me assure you that I don’t in any way believe that DI is incompatible with differentiation or formative assessment. Data was collected in the form of students’ written responses using a questionnaire testing their ability to predict the outcome of executing short code programming tasks. I’d be interested in hearing some workable solutions to this issues. You’re right, I haven’t even begun to justify my ‘questionable assumptions about learning’ in this post – I’ve done that before and we’ve jousted on various occasions about why you’re right and I’m wrong. Two example from me below: I have found that pupils are, on the whole, pretty bad at self and peer assessment. I haven't heard much argument about binomial nomenclature or the general newd to classify organisms. Disadvantages include: The model doesn’t take into account difficulty of topics themselves. There are real and obvious advantages to direct instruction. Problems with Bloom’s Taxonomy Brenda Sugrue, PhD October, 2002 I did a 99 second critique of Bloom’s taxonomy at the 2002 ISPI conference and it generated more unsolicited feedback than any other presentation I have made. You have problems with my list of disadvantages? Is it better to be told or to discover a fact? I’m thoroughly convinced that we all need to learn things. What ever they reply it probably is aligned to a SOLO framework. Such comments as “neater handwriting” or “write more” come to mind. So I think that the SOLO taxonomy has value as one aspect of what gets better when someone gets better at something, but it’s a small part, and its use needs to be tempered by the teacher’s professional judgment. I am on leave at present but something I would like to try is make it a habit to ask student during a lesson, what the activity attends to. Stop blaming your lack of experimentation, risk and innovation on your lack of time. I know with practice they will embed the framework but it takes time to shift teachers thinking. (1999). It’s worth remembering that SOLO stands for the Structure of Observed Learning Outcomes or, to simplify, what students’ learning looks like. Really? click to view a bigger version. Hello @ Dennis, as more and more institutions are now using OBE (outcome based education), we do find that Solo taxonomy has advantages, as are expressed on this link. It’s bizarre to think in terms of either or. The hexagons were split between question stems and answers to those questions. However, you know (I hope) that I’m convinced by the need for a knowledge based curriculum (and that I’ve read Hirsch, Willingham. Too often I hear that it’s inefficient to spend lesson time on anything other than direct instruction. I’ve just found that SOLO is a darned efficient way to move students from just knowing things to having a deeper, more rounded understanding of how their knowledge can be used. }��]�� ��0�f���I�s�v�y�漘�q There are5 stages, namely Pre-structural, Uni-structural, Multi-structural which are in a quantitative phrase and Relational and Extended Abstract which are in a qualitative phrase. We do. SHRE and Open University Press. It was pointed out to me recently that I can afford to expend my energies on such fripperies as the SOLO taxonomy and group work because I teach a subject which is rich in curriculum time. So, yes: time is precious and should not be wasted. Teaching for Quality Learning at University. I need time to add the resources for this.My first attempt at a revisional exercise using SOLO involved halved hexagons.Students worked in pairs and were presented with a series of halved hexagons. %PDF-1.3 %���� Advantages and Disadvantages of Bloom’s Taxonomy 2 Learning occurs in various forms when it comprises performance of ability. At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start. 6�̓�v�+:-�ӏ���A[�Oal�Z�� But how should they build up this knowledge? It provides feedback and feedforward with regards to learning outcomes. I tried several ways to get them to comment on the geography but this was still pretty poor. 16 0 obj <> endobj The SOLO stands for: Structure of Observed Learning Outcomes . The emphasis shifts from students passing the course to students passing the course with excellent marks. They make progress at their own pace and will have a contextualised memory of what they’ve learned because they’ve had to work through it independently. Likewise, Jigsawing, described by Phil Beadle as ‘the ultimate teaching technique’ is by far the most efficient way I’ve encountered for getting students to process large quantities of information whilst also being a damn sight more fun than teaching from the front all day every day. My thoughts: We investigate how the formulation of ILOs using the SOLO Taxonomy gives information about competence progression, educational traditions, and the nature of various science subjects. Helping Children Learn Accidentally. If, the logic goes, you only have 1 or 2 hours per week you need to spend it delivering content. Using the SOLO taxonomy, this study examines secondary education (K-12) students’ programming thinking and their representations of the concepts of programming variable and the assignment statement. Amassing knowledge (the multistructural level of understanding) is crucial to any attempt to deepen students’ understanding of a topic. As learning progresses it becomes more complex. Pedagogy Focus: Teaching styles Opinion: How to develop habits of creative thinking Students begin at the pre-structural level, where understanding is simple or non-existent, and move to a point called the “extended abstract”, where learning is creative an… This disadvantage can be overcome by having students do lots of complex problems on their own but this means that one of the main advantages (efficiency) is lost ��.��5k��r�z�Q�=4?_@k�/�xT����0`K�?dl�a��*c�೶�B�����ρ�&*_��A�����t���c��3����U�6C"BCh��`�Q�;����,��g�j�>4$�{EF�y:�������8i���]�+ ə���� ���^�U�U��Dy�E����fLB��)>}14�Ћ,��®doGۃAEEE%s�;�* �WJݕ��W�ǥ�.L�����)�. But if that’s all we’re doing we might have a problem. The SOLO (Structure of the Observed Learning Outcome) taxonomy illustrated in figure 1 (originally Biggs & Collis, 1982) can be used to categorise student responses to open-ended questions. www.hooked-on-thinking.com. 5 Common Misconceptions About Bloom’s Taxonomy – It’s easier to see what students are up to Click on the symbol again to hide the information. As you pointed out, it is for the students; The Structure of Observed Learning Outcomes. Two of the other disadvantages appear to assume without argument or evidence that direct instruction is incompatible with formative assessment or differentiation. bringing in ideas, making links, insight. Oops! If you’re teaching history, there’s an awful lot of knowledge you’ve got to communicate if students are going to stand a chance of making sense of your subject. It helps students to reflect meaningfully on what the next steps in their learning are. 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