CURRICULUM DEVELOPMENT

SOLO TAXONOMY IN

THE PROCESS

OF CURRICULUM

DEVELOPMENT

SOLO TAXONOMY IN THE

CURRICULUM DEVELOPMENT

Content:

Structure of solo taxonomy

Definition

Why solo, why no bloom, criticism

Blooms vs solo

Main five stages

Uses of solo taxonomy

Solo station protocol

Advantages of solo taxonomy

STRUCTURE OF SOLO TAXONOMY

The SOLO taxonomy stands for:

Structure of

Observed

Learning

Outcomes

DEFINATIONS OF SOLO TAXONOMY

The structure of observed learning outcomes(SOLO)

taxonomy is a model that describes levels of increasing

complexity in students understanding of subject. It

encourages students to think about where they are

currently with there learning, and what they need to do

in order to progress.

Solo taxonomy provides a simple and robust way of

describe how learning out comes grow in complexity

from surface to deep understanding.

Learning Taxonomy

Learning taxonomy describe and categorize the stages in learning.

Why solo , why no blooms, criticism:

1: Learning is not sequential means lower to higher.

2:Incomplete No role of motivation or classroom

management.

3: Individualistic individual learning (social learning

theory????)

4: Precise other factor

So, we need an other taxonomy???

Its solo

BLOOMS VS SOLO TAXONOMY

Bloom SOLO

Teacher Student deals

with test

Exams

(no interaction)

Teacher don’t known about

students other abilities means

exam stress, exam fever.

Rote learning

Leaner

Teacher Students deal

with test

Exams

(interaction)

Teachers known about

students other abilities

Motivational learning

Circular

MAIN FIVE STAGES OF SOLO

TAXONOMY

Prestructural

Unistructural

Multistructural

Relational

Extended abstract

PRESTRUCTURAL OF SOLO

TAXONOMY

This is the first stage – where students

don’t really have any knowledge or

understanding of the topic being

studied. A student who is pre-structural

will usually respond with ‘I don’t

understand’

UNISTRUCTURAL OF SOLO

TAXONOMY

Moving on from pre-structural, students

who are unistructural have a limited

knowledge of the topic – they may just

know one isolated fact about the topic. So, a

typical response might be:

‘I have some understanding of this topic’

MULTISTRUCTURAL OF SOLO

TAXONOMY

Progressing from unistructural to

multistructural simply means that the

student knows a few facts about this topic –

but is unable to link them together. So a

typical response might be ‘I know a few

things about this topic’ or ‘I have gathered

some information about this topic’.

RELATIONAL SOLO TAXONOMY

With relational, we are starting to move towards

higher level thinking – students are able to link

together and explain several ideas around a

related topic.

So a typical student ‘relational response might be:

“ I can see the connections between the

information I have gathered’.

EXTENDED ABSTRACT OF SOLO

TAXONOMY

The final and most complex level is extended

abstract. With this, not only are students able to

link lots of related ideas together, but they can also

link these to other bigger ideas and concepts. So a

student response at this level might sound like:

‘By reflecting and evaluating on my learning, I

am able to look at the bigger picture and link lots

of different ideas together’.

USES, SOLO

STATION

PROTOCOL,

ADVANTAGES OF

SOLO TAXONOMY

USES OF SOLO TAXONOMY

It supports students to reflect on their own thinking.

It makes it easy to identify and use effective’s success

criteria.

It provides feedback and feedforward with regards to

learning outcomes.

It helps students to reflect meaningfully on what the

next steps in their learning are.

The diagrams provide a simple and easy to remember

staged approach for students, in terms of these next

steps.

SOLO STATION PROTOCOLE

Think carefully about which SOLO station you should

start at-the aim of the lesson is for you to have deeper

understanding of the topic and make progress, not to see

who finished first!

Move around in order (Prestructural, Unistructural,

Multistructural, Relational, Extended abstract) you can

start at any SOLO station though-see point 1

Read the first criteria for each SOLO station carefully

CONT………

Only move on when you feel confident enough

to move onto the next SOLO station (use the

success criteria at each stage to help you)-you

could always go back a station to secure your

understanding.

Make sure that you have spent time on the

reflection tables during the lesson and shared

your ideas.

ADVANTAGES OF SOLO TAXONOMY

SOLO is research/evidence based on structure of

student learning outcomes

SOLO is a theory about teaching and learning

SOLO is based on levels of ascending cognitive

complexity

SOLO has high inter-rater reliability - educators and

students tend to agree when moderating student work

against SOLO levels

SOLO levels can be communicated through text,

hand signs and symbols - across large and noisy

learning environments.

CONT………

SOLO allows task and outcome to be at different

levels

SOLO can be used to look at levels of declarative

knowledge and functioning knowledge including

metacognitive reflection. Kinds of knowledge

SOLO is brutally and blissfully simple and can be used

by students as young as five to look at their own

learning outcome and the learning outcomes of their

peers

REFRANCES:

ATHERTON, J. S. (2005) Learning and Teaching: SOLO taxonomy. [On-line] UK:

Available: [1] Accessed: 7 June 2007

Biggs, J. B. and Collis, K. (1982) Evaluating the Quality of Learning: the SOLO

taxonomy. New York, Academic Press

TEDI. Biggs’ structure of the observed learning outcome (SOLO) taxonomy. [2]

Biggs, J. B. (1999). Teaching for quality learning at university. Open University

Press

Hook, P. (2012). Teaching and Learning: tales from the ampersand. In L. Rowan

and C. Bigum (Eds),Future Proofing Education: Transformative approaches to new

technologies and student diversity in futures oriented classrooms. Springer. p. 123

and 124

THANK

YOU