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What is SOLO Taxonomy?

The video will discuss how Bloom’s Taxonomy helps teachers as to instructional delivery and learning assessment as well as its concerns and limitations. It will help viewers understand the Basic SOLO Model or the SOLO Taxonomy The Structure of the Observed Learning Outcome (SOLO) Taxonomy / Model is a system to classify the QUALITY of a response based on structural complexity. The video will answer how SOLO taxonomy can help a teacher on developing the learners’ higher-order thinking skills (HOTS). It will provide concrete applications of the SOLO Model in the classroom Description of Levels in original SOLO Taxonomy/Model 1. Prestructural: The learner does not focus on the relevant area / problem. There is no consistency. Closure (giving an answer) is quick. 2. Unistructural: The learner focuses on the relevant area/problem but uses only one piece of relevant data. Response may be inconsistent. 3. Multistructural: Two or more pieces of data are used without any relationships perceived between them. No integration occurs. Some inconsistency may be apparent. 4. Relational: All data are now available, with each piece woven into an overall system of relationships. The whole has become a coherent linked structure. No inconsistency within the known system. 5. Extended Abstract: The response goes beyond what was expected at the relational level. The degree of abstraction increases. Conclusions can be held open or qualified to allow for logical alternatives. ______________________________________________________________________ The SOLO Model: Why is it so useful? SOLO offers a framework you can use to: Describe a response to a learned activity or question, as well as help a teacher decide where students should proceed with their learning. *Offer practical support in writing questions that can differentiate higher-order and lower-order ideas. *Understand or help develop teaching programs (learning progressions) and lessons that mirror how the brain learns. ______________________________________________________________________ Getting to use Basic SOLO in different ways SOLO thinking is consistent with how the brain learns. SOLO has a strong logic moving from one level to the next. The brain cannot skip a level as each higher one depends on the one before it. SOLO offers clear learning pathways that help teachers focus on content knowledge, among other things. There are five levels in the basic SOLO model linked to how information is structured in the brain. ______________________________________________________________________ SOLO Lower- and Higher-Order Thinking and Responses Different thinking/responses can be classified as either lower- and higher-order: Lower-order Questions/Responses are at the unistructural and multistructural levels because information can be ‘taught’ in the traditional sense. Higher-order Questions/Responses are at the relational level and extended abstract, ‘teaching’ in a traditional sense is problematic. Students need to be placed in situations to develop their own connections – their own way.