https://padlet.com/andrea_strachan/fhxlnd87txmh I would recommend taking a look at the actual LT document in the resource library! en-us 2018-12-08 06:46:59 UTC 2025-10-06 16:20:03 UTC hello@padlet.com andrea_strachan https://padlet.com/andrea_strachan/fhxlnd87txmh/wish/312468826 Structure of Observed Learning Outcomes

SOLO Taxonomy is  model that describes the levels of increasing complexity in students thinking and understanding.  Proposed by Biggs and Collis (1982), as thinking progresses across the levels, students move from factual, knowledge-based thinking to conceptual and abstract thinking and understanding.  It is related to Lynn Erickson's Structure of Knowledge (2002) -- how knowledge and concepts interact to help students form a principal generalization.  Students acquire general knowledge and use information to make connects, conceptualize and transfer their understanding.]]> 2018-12-08 07:09:21 UTC https://padlet.com/andrea_strachan/fhxlnd87txmh/wish/312468826 andrea_strachan https://padlet.com/andrea_strachan/fhxlnd87txmh/wish/312469011 1.  Pre-structural:  Students do not have any pre-existing knowledge or understanding of the topic or concept
2.  Uni-structural/one idea:  Students have a surface level understanding.  They show a concrete understanding of one component or aspect of the topic, unit or concept.
3.  Multi-structural/many ideas:  Students have a surface level understanding.  They can understand components, but ideas and knowledge around the issue are not yet related (discrete).
4.  Relational/connecting ideas:  A deeper level of understanding.  Students can indicate connections between ideas, knowledge and facts they have collected about a particular unit, line of inquiry or concept.
5.  Extended abstract/extending ideas:  A deep level of understanding.  Understanding is transferable and can be generalized to different areas and situations.  LEARNERS CONCEPTUALIZE AT A LEVEL EXTENDING BEYOND WHAT WAS EXPLICITLY TAUGHT IN THE UNIT.]]> 2018-12-08 07:12:46 UTC https://padlet.com/andrea_strachan/fhxlnd87txmh/wish/312469011 andrea_strachan https://padlet.com/andrea_strachan/fhxlnd87txmh/wish/312469191 Teachers collaboratively plan learning experiences associated with learning outcomes of increasing complexity over the course of the Unit.  
Teachers begin by describing what the student will be able to do within the context of a particular unit or line of inquiry, but not how they will learn it.
Later, based on how the learners progress, teachers work together to collaboratively design the HOW -- how students will best learn (developing learning experiences and identifying inquiry-based strategies the students will engage with in order to achieve the learning outcomes. This progresses throughout the unit, and includes co-construction of success criteria.]]> 2018-12-08 07:17:10 UTC https://padlet.com/andrea_strachan/fhxlnd87txmh/wish/312469191 andrea_strachan https://padlet.com/andrea_strachan/fhxlnd87txmh/wish/312469330 Unit on properties of matter:
Level 1:  Provocation (have a variety of solids, liquids and gases available for student to explore -- what do you notice?)
Level 2:  Name a property of a solid, liquid or gas ("I have one idea")
Level 3:  List the properties of different solids, liquids and gases ("I have many ideas")
Level 4:  Compare the different properties of solids, liquids and gases ("I can connect my ideas")
Level 5:  Design an experiment to test properties of matter ("I can take my ideas further")]]> 2018-12-08 07:20:09 UTC https://padlet.com/andrea_strachan/fhxlnd87txmh/wish/312469330 andrea_strachan https://padlet.com/andrea_strachan/fhxlnd87txmh/wish/312469894 SOLO Taxonomy speaks directly to the teacher capability of building/developing conceptual understanding within and across subjects -- focuses on deepening students' understanding of complex ideas]]> 2018-12-08 07:33:53 UTC https://padlet.com/andrea_strachan/fhxlnd87txmh/wish/312469894