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How do I use SOLO Taxonomy to help my students
succeed?
Leamingto Learn / LeamingStretegias / Learning Approaches
This Byte has been authored by:
+ Sean Ogle - Edueetor Transitioning to Learning Design Field
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Meet Cal.
Cal is an educator struggling with his students’ limited understanding of the history
curriculum he teaches. Confused by their difficulty in grasping historical concepts and lack
of critical thinking skills, he searches for a solution.
a? oN
‘2°
Discovering the SOLO taxonomy, he witnesses a remarkable transformation in his
classroom. Students become aetively engaged, develop higher-order thinking skills, and
take ownership of their learning journeyWhat is SOLO Taxonomy?
In the ever-evolving field of education, educators like Cal continually seek innovative
approaches to enhance student learning. One such method gaining traction is the
Structure of Observed Learning Outcome (SOLO) taxonomy.
‘SOLO Taxonomy, * developed by John Biggs and Kevin Collis, is a classification system
that helps teachers classify learning outcomes in levels of increasing complexity of
student understanding.
It provides a framework for understanding the progression of a student's learning journey.
Head online to the Byte to watch the related video!
Did you know?
A research study found that, out of 500 secondary science teachers, only 20% had
even heard of SOLO Taxonomy. This suggests that the potential of this system has
been overlooked by many educators!
Source:
‘Inttps:/iwww.structura-leaming.com/post/what-is-solo-taxonomyLevels of SOLO Taxonomy
1. Prestructural (pre-surface understanding)
At this level, students have little or no understanding of a topic. hey might be confused
and have a hard time grasping the basics.
. -
: .
2. Unistructural (surface understanding)
Students start to understand one aspect of the topic. They can identify some facts or
concepts, but their understanding is still limited.
3. Multistructural (surface understanding)
Students begin to connect different pieces of information. They can see how different
parts relate to each other and have a broader understanding.>
4. Relational (deep understanding)
Students can analyze and explain the relationships between different ideas. They can
think critically and understand the bigger picture.
t~
5. Extended Abstract (conceptual understanding)
This is the highest level. Students can think deeply and independently about ¢ topic. They
can apply what they've learned to new situations and come up with creative solutions
® quiz
Cal is teacing a unit on electricity. One of Cal's students is having difficulty identifying
what electricity is and the components of an electric circuit. At what level should Cal
classify this student's level of understanding? gy
Multistrucutural
leimjonayserg
uemsuyWhat Do SOLO Taxonomy Levels Look Like in
the Classroom?
Eiiicinema
WHAT DOES IT MEAN?“What am I supposed to do?*
"Ive never heard of this before."
. ,
¢ s
* Students at the unistructural level might say:
"| have one idea."
"Ican define a term."
*Lcan do a simple procedure."
+ Students at the multistructural level might say:
"Ihave lots of ideas about this topic!”
"can doscribe somo of my ideas”
"| don't understand how these ideas connect.”
+ Students at the relational level might say:
"| know how these ideas connect."
*Ican apply what | have learned."
cue Wale ease* Students at the extended abstract level might say:
n use what | learned and apply it to something else.”
“Ican make predictions based on what | learned."
“lcan evaluate something based on what | learned."
Source:
‘Inttps:momsorg.uk/feculties/science/solo.ntml
How to Classify Learning Outcomes Using SOLO
Taxonomy
1. Identify the Learning OutcomesIT'S TIMETO GET OURLEARNON
Start by clearly defining the you want students to achieve,
These outcomes should reflect what students should know, understand, or be able to do
by the end of the learning experience.
For example, if you're teaching a unit on electricity, learning outcomes may include:
Students will be able to construct simpl
ies and parallel circuits and describe th
di
Students will be able to analyze the factors that affect the brightness of a bulb in a
circuit, such as the number of batteries.
2. Determine the Level of Understandingial
Assess the depth of understanding required for each learning outcome. Consider the
complexity of thinking and the extent to which students must connect and apply
knowledge
When determining the depth of understanding to assign a learning outcome, refer to the
following list of verbs below that relate to each level!
NOTE: the prestructural level represents a lack of understanding of anything to do with
a topic. Because of this, learning outcomes aren't typically assigned to this level of
understanding according to SOLO.
However, as a teacher, you can start with ‘the first stepping stone" and assign simple,
lower-order outcomes such as ‘identify, memorize, and recall.”
s -
B .
Unistructural
Identify
Define
Perform simple procedure
(
Mul
Define4r See.
“ys
Relational Extended Abstract
3. Match with SOLO Taxonomy Levels
]Assign each learning outcome to the appropriate level of the SOLO taxonomy.
Unistructural identify
Multistructural construct
Relational analyze
Extended/Abstract evaluate the efficiency
reflect
® quizuomsuy
Sources:
‘1httos:iwww.researchgatenet/rofile/Erdogan-
Fisekcioglu/publication/267744756/figure/fig VAS:295566815842306@ 1447480078804/Sudgroups-of-the-SOLO-taxonomy.png
2hnttpsyywww.structura-leaming,com/post/what-is-solo-taxonomy
How Can Solo Taxonomy be Used to Support
Student Learning?SVT
Once you've classified the learning outcomes, you can focus on the most important part:
improving student learning. A‘ter assessing students’ thinking to determine their base
levels of understanding, you can use the SOLO Taxonomy in a variety of ways!
Divide students into small groups to
differentiate learning tasks based on
their level.
Once students have achieved one
learning objective, they progress to
learning the lesson associated with the
next level of understanding.
Using a"centres" approach, students
can choose which activity best suits
their current learning goals.
By aligning lesson objectives with
specific SOLO levels, educators can
design learning experiences that
scaffold students’ progression
through the taxonomy, fostering a
deeper understanding of concepts.
Use the taxonomy to create rubrics
and assessment criteria that reflect
the desired level of understanding.
Use the taxonomy to ereate a common
language to discuss learning
‘outcomes and progression with your
students.
Based on the targeted level, employ
specific learning approaches (eg.
explicit teaching, group work, problem-
solving, reflective discussions, and
inquiry) that help students meet those
specific learning objectives.
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Source:
‘Ihttpsyfclassteaching.wordpress.com/2013/08/23/using-soio-taxonomy-io-develop-student-thinking-learning/
Take ActionClassifying learning outcomes with SOLO taxonomy will guide you in planning lessons,
designing assessments, and selecting effective teaching methods. It ensures student
progression, support, and a deeper understanding of concepts in a structured learning
experience.
Check out the following links to learn more about SOLO Taxonomy:
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