SOLO Taxonomy to enhance students' questioning and thinking
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Videos and photos of Bich Son Primary School, Hanoi Taken on 17 Dec 2015
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SOLO Taxonomy to enhance students' questioning and thinking
- 1. SOLO Taxonomy: Enhancing Students’ Questioning and Thinking John Yeo Singapore
- 2. SOLO Taxonomy: Enhancing Students’ Questioning and Thinking • Lessons from Bich Son Primary School (17/12/15) • What is SOLO Taxonomy • Five levels of SOLO Taxonomy & students’ questioning • Thinking together, deeply
- 5. Questioning allows students take charge of their own learning
- 6. Posing questions allow students to communicate their thinking Questioning helps students to reason better
- 7. Teach students to trust in their knowledge and views Tell them their contributions matters
- 8. Develop habit of posing problems to relate their thoughts to everyday
- 9. But ….. some students get stuck with asking same type of questions
- 10. Asking Questions Inquire (to broaden thinking) Probe (to focus thinking) THINKING
- 11. Bloom’s Taxonomy
- 12. SOLO Taxonomy • SOLO = Structure of the Observed Learning Outcomes • Describes levels of increasing complexity in student's understanding of subjects (Biggs & Collis, 1982) • Can be used to assess students’ intellectual characteristics and the content and quality of the problems they formulate
- 13. Five Levels of Understanding Lower Levels Higher Levels
- 14. Lower vs Higher Levels Lower Levels Higher Levels Tends to have only one “correct” answer Invite a range of responses and make progressive demands on student thinking Ask students to recall facts or to demonstrate simple comprehension Encourage students to think beyond the isolated facts to authentic and relevant uses of concepts Typical of surface learning Indicative of a deep approach *Need to balance both lower and higher order
- 16. Five Levels of Understanding Pre-structural Irrelevant or incorrect information. Student does not have sufficient understanding of knowledge. “Why did Goldilocks’ stepmother tried to kill her?”
- 17. Five Levels of Understanding Uni-structural Student's response only focuses on one correct and relevant aspect “Whose house did Goldilocks go into?”
- 18. Five Levels of Understanding Uni-structural Basic knowledge or textbook information Tends to be factual and procedural questions Verifying with – Who? What?When? Where? Why? How?
- 19. “Where is the Pen?”
- 20. Five Levels of Understanding Multi-structural Student's response focuses on several relevant aspects but they are treated independently “What are three aspects about the way the bears live that tell us that the story is not a real life situation?”
- 21. Five Levels of Understanding Multi-structural Listing of items Give examples Elaboration Teacher can encourage students to offer more responses
- 22. Mathematics: Adding up to 6
- 23. Mathematics: Adding up to 6
- 24. Mathematics: Adding up to 6
- 25. Mathematics: Adding up to 6
- 27. Song “I Can Do Anything”
- 28. Five Levels of Understanding Relational The different aspects have become integrated into a coherent whole. Shows adequate understanding of the topic. “Goldilocks eats the baby bear’s food, breaks his chair, and sleeps in his bed. What does this tell us about the kind of person she is?”
- 29. Five Levels of Understanding Relational Needs to see meaningful relationships Teacher needs to help students form an overview to help students see the relationship/ link. Teacher can provide a list of alternatives to guide students’ thinking.
- 30. Teacher’s role to provide more feedback and challenge students
- 31. Five Levels of Understanding Extended Abstract Previous ideas now conceptualised at a higher level of abstraction and generalised to a new topic or area. “Why do nursery tales allow wild animals to act in human fashion?”
- 32. Five Levels of Understanding Extended Abstract Tends to be open questions with different responses Teacher can provide a list of possible answers Teacher can teach how to transfer understanding to new tasks and situations
- 33. “What do you think this story is about?”
- 34. “What do you think will happen next?”
- 35. Wonderment Questions • It would be great if …. • What might be all the ways … • How might we …. • What if….
- 36. Asking Questions Inquire (to broaden thinking - Relational & Extended Abstract levels) Probe (to focus thinking- Uni-structural & Multi-structural levels) THINKING
- 37. Asking Higher Order Questions • Higher order questions tend to offer more choices or variety of solutions • Thinking takes time especially with more complex questions • Need to consolidate answers or solutions individually • To challenge students’ prior knowledge, ask “What other questions can you ask?” and get them to write it down in a notebook/ journal
- 38. THANK YOU
Notas do Editor
- type of thinking or processing required in completing tasks or answering questions; that is, know, comprehend, apply, analyse,
- Open Questions As you think about the state of Thailand, why do you think its founders chose to locate the state capital in BKK? Using the number of males and females in our class, how many ratios can you write? What rules about physical changes can we come up with to help us determine if something has melted or dissolved?
- (i.e., bears don’t live in houses, sleep in beds, eat cooked food, bears don’t talk, etc.)
- From Multistr to Relational: This involves more than “getting to know more about a topic or being adept at following through a sequence of procedures; it includes understanding or integrating what is known into a coherent system wherein the parts are inter-related. This interrelationship comes about as a result of an ability to form an over viewing principle which can be derived from the information given”