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SOLO Taxonomy for Educators

The SOLO taxonomy is a model of learning that describes increasing levels of complexity in understanding subjects, from surface to deeper conceptual understanding. It has five levels: prestructural, unistructural, multi-structural, relational, and extended abstract. The SOLO taxonomy targets learning intentions more precisely than Bloom's taxonomy, making the learning visible and transparent for students. It can be used to provide feedback to students on their progress and next steps.

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62 views14 pages

SOLO Taxonomy for Educators

The SOLO taxonomy is a model of learning that describes increasing levels of complexity in understanding subjects, from surface to deeper conceptual understanding. It has five levels: prestructural, unistructural, multi-structural, relational, and extended abstract. The SOLO taxonomy targets learning intentions more precisely than Bloom's taxonomy, making the learning visible and transparent for students. It can be used to provide feedback to students on their progress and next steps.

Uploaded by

shahida hassan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as RTF, PDF, TXT or read online on Scribd

SOLO Taxonomy

Dr. Jam Muhammad Zafar


Making learning visible
to the learner

#solotaxonomy
Definition
SOLO (Structure of Observed Learning Outcomes) is a Model of learning

that helps develop a common understanding & language of learning that

helps teachers (and students) understand the learning process.

• This model describes levels of increasing complexity in the understanding of

subjects.

• The complexity grows from surface to deeper conceptual understanding

through the SOLO levels.

John B. Biggs and K. Collis (1982)


SOLO versus BLOOM’S
• The SOLO Taxonomy theory has the
advantage over Bloom’s taxonomy.
• Whilst Bloom’s assists the teacher in
finding the verbs to plan the learning
intentions, SOLO has the edge because
it specifically and precisely targets the
learning intention making it visible to
the learner.
SOLO Taxonomy
• SOLO allows you to precisely target
learning intentions, making the learning
visible and transparent for all learners.
• Use SOLO to:
– ‘feed up’ your students on where they are
going;
– give them ‘feedback’ on how well they are

doing
– and ‘feed forward’ on their next learning

steps.

Address the needs of all your learners in


the mixed ability classroom using SOLO.
5 typical ways to answer a question

1. Prestructural I’m not sure about this


subject

4. Relational
I can link my ideas together to see the big picture…
2. Unistructural
I have one idea about this subject

3. Multi-structural I have several ideas about this


subject
5. Extended
abstract
I can look at these ideas in a new and different way.
1. Prestructural I’m not sure
SOLO learning progress
about this subject

Learning outcomes show unconnected


information, no organisation
2. Unistructural
define, identify, name,
I have one idea about this subject I am confident about
e.g. draw, label, match,
find, follow a simple
procedure

Learning outcomes show simple connections but


importance not noted
G/F
3. Multi-structural I have several ideas about this
subject
describe, list,
outline,

Learning outcomes show connections are


made but significance to overall meaning is

missing
E/D
sequence, classify,
4. Relational compare & contrast,
I can link my ideas together to see explain
the big causes, explain
picture… effects, analyse
(part- whole),organise,
question, relate, apply

Learning outcomes show full connections


made, and synthesis of parts to the overall
meaning
C/B
5. Extended abstract I can look at these ideas in a
different way. Generalise, predict,
evaluate, hypothesise,
theorise, create, prove,
plan, justify, argue,
judge, assess

Learning outcomes go beyond


subject and make links to
other concepts A/A*

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