到现在为止，我向大家介绍了两个钻石模型，一个是针对整门课程的，一个是针对学业测评的。之后我又讲了一个例子，即结构化反思报告的例子。分享了我手机关机后我学到了什么。之后我介绍了5R 模型，来判断反思报告质量如何。后来我们又讨论了两个模型：水桶模型和水龙头-水管模型，主要探讨：对于我们的智力，先天基因更重要还是后天环境更重要。
今天我来介绍一个新的模型：solo。

So far, I've given you two diamond models—one for the whole course and one for learning assessment. Then, I shared an example about structured reflective reports. In this example I talked about what I learned after my phone was turned off. After that, I introduced the 5R model, a tool you can use to measure the depth of the reflective reports. It includes five levels: reporting, responding, relating, reasoning and recontructing. Later on, we dived into two more models: the bucket model and the faucet-pipe model. we used this model to talk about whether our intelligence is more about genes or environment.

Today, I have one question to ask. How do you know whether your learning is deep or not. We are not students. There are no teachers to design tests for us. You may say I do

今天我有个问题想问大家。如何判断自己的学习是否足够深？学生嘛，可以靠刷题。但我们不能，一个原因是没人给我们出题了。

你可能说，我根据论文质量来判断自己学的怎么样。这个很好，但是论文发表不是一蹴而就的，在这之前需要看文献，要做实验，要写论文。也就是在论文写出来之前，如何判断自己学得深不深？

也有人说，我根据目标实现情况来判断自己学的怎么样。这个非常硬核。但是很多人在很多时候没有目标，不知道自己该设置什么样的目标。

今天我给大家介绍个工具，来策略自己的学习深度。这个模型就是SOLO。

So, here's a question for all of us today: How do we know if our learning goes deep enough? Students can often rely on questions and tests, but for us, it's a bit different. One reason is, well, nobody give us questions or tests.

You might say, 'Well, I judge my learning by the quality of my papers.' That's fair, but let's face it, getting a paper published doesn't happen overnight. Before that, there's a whole process—reading literature, looking for the gap, conducting experiments, writing the paper. So, how do we know if we're really getting it before the paper's even done?

Some folks say, 'I measure my learning by how well I meet my goals.' That's pretty solid. But let's be real, a lot of us don't always have clear goals or know what goals to set.

So, I've got a tool to help us measure our learning depth. It's called SOLO.

SOLO, short for the Structure of Observed Learning Outcomes. It was constructed by John Biggs and Kevin Collis back in the 1980s. It helps us figure out how deep our learning goes. Think of it like a ruler, you have five scales:

First, we've got the Prestructural level. That's when you are totally lost about a topic. They just remember a few words and you can't answer any questions.

Next, we've got Unistructural. This is when you've grabbed just one piece of the puzzle. You can answer simple questions or do basic stuff related to it.

Then there's Multistructural. Here, they've got a few pieces of the puzzle, but they're struggling to put them all together. It's like having all the ingredients for a cake but not knowing how to bake it.

Now, if they reach the Relational level, that's where the magic happens. They're not just seeing the pieces; they're connecting them. It's like they're seeing the bigger picture and understanding how everything fits together.

And finally, we've got the Extended Abstract level. This is the deepest level of learning. Here, you aren't just understanding the topic; you're using it in new ways, making predictions, and coming up with fresh ideas.

SOLO is like our secret weapon as educators. It helps us thinking deeply. By checking where we fall on these five levels, we can see how well we're really grasping the material.

Alright, let's chat about when to use the SOLO model and when not to use it.

Use it when:

You want to dig deep: SOLO is awesome for tackling complex topics where you really want students to understand the ins and outs.
You're after higher-order thinking: If you're all about critical thinking and problem-solving, SOLO's your wingman. It helps students reach those higher levels of understanding.
You need to assess understanding: When you want to know how well you are really grasping a concept, SOLO's got your back. It gives you a clear picture of where they're at.

Skip it when:

It's not the right fit: SOLO might not be the best tool for every lesson. Sometimes, simpler is better.

Time's tight: If you're crunched for time, diving into all the levels of SOLO might slow things down. In those cases, a quicker assessment method might be a better bet.

It's too advanced: If your students aren't quite ready for deep thinking yet, throwing them into the deep end with SOLO might be overwhelming. Start slow and build up to it.

Bottom line, use SOLO when you want to dive deep into understanding and critical thinking, but feel free to mix it up depending on the situation and your students' needs.