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Solo Taxonomy Part A
Solo Taxonomy Part A
Solo Taxonomy Part A
Further reading:
Ross Morrison McGill,
or @TeacherToolkit
Full on Learning by
Zoe Elder
Further Reading
http://pamhook.com/sol
o-taxonomy/
http://leadinglearner.
me/
http://leadpractitionerswr.wordpr
ess.com/
SOLO Taxonomy
By the end of this session
you will
Have a clear
understanding of what
SOLO Taxonomy is and the
theory behind it; be able to
link what it can do for you
in the classroom with your
learners to address issues
raised by Ofsted (and
others) that prevent
Bradford Academy from
being an outstanding
school; have an
opportunity to apply SOLO
to your own practice and
think about next steps.
Learning Steps
Explore the theory behind SOLO Taxonomy.
Link it to the issues facing the Academy as
we aim to move from Good to Outstanding.
Focus on Rapid Progress, Learning over
Tasks, Differentiation, Feedback and LOT to
HOT.
Case study SOLO in action.
Questions and planning next steps.
Dance SOLO
By Lindsey
Shepherd
Possible
design to use
with Primary:
For English?
SOLO and
Ofsted Outstanding
a nd
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vely
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yste unders
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Teac
Teac all pupi lesson.
heck hout the
teac her s p
c
la
g
h le
hrou
e na
sson n and
t
b
Teachers use well judged
lear le all p s that
n
and often imaginative
wel excep upils t
l.
o
t io n
teaching strategies in order
ally
to match individual needs
accurately.
Focus on Progress
Using Thinking
Skills to create
differentiation.
LEARNING GAIN
ds
learners prior
learning or
existing
understanding.
Prior, Current, End
ASSESSMENT
DIFFERENTIATION
the
Use SOLO TAXONOMY
Use variable entry that lead the student towar
to construct main
LEARNING GAIN.
points based upon
teaching
Regularly in
order to
reshape the
Peer, Teacher, Self
learning
steps.
Expectations that
all learners
HIGH
activities
that
allow all learners
to make rapid
progress towards
the
learning
gain.
ds the
LEARNING GAIN
ds
learners prior
learning or
existing
understanding.
Prior, Current, End
ASSESSMENT
DIFFERENTIATION
the
Use SOLO TAXONOMY
Use variable entry that lead the student towar
to construct main
LEARNING GAIN.
points based upon
teaching
Regularly in
order to
reshape the
Peer, Teacher, Self
learning
steps.
Expectations that
all learners
HIGH
activities
that
allow all learners
to make rapid
progress towards
the
learning
gain.
Use questioning
LEARNING GAIN
ds
learners prior
learning or
existing
understanding.
Prior, Current, End
ASSESSMENT
DIFFERENTIATION
the
Use SOLO TAXONOMY
Use variable entry that lead the student towar
to construct main
LEARNING GAIN.
points based upon
teaching
Regularly in
order to
reshape the
Peer, Teacher, Self
learning
steps.
Expectations that
all learners
HIGH
activities
that
allow all learners
to make rapid
progress towards
the
learning
gain.
I am so
HOT!
SURFACE
Lower
Order
Thinkin
Higher
Order
Thinking
Skills
Skills
DEEP
CONCE
SOLO in action
Year 10 History GCSE students have been studying the Cold War.
Their final unit examines Dtente and the End of the Cold War.
Through questioning of
learners in class it became clear, reinforced by discussions with
individuals after class, that the understanding of this key
concept dtente was surface at best.
SOLO in action
In concert with my colleagues in the History department we
agreed to
reshape the planned learning for this unit and spend time
making sure
our learners had deep and conceptual understanding before
moving on.
We also recognised that this would prepare our learners for a
learning challenge that would further assess their understanding
and develop their thinking and speaking skills.
First learners used SOLO to
assess
their current understanding of the
learning on dtente.