OLO TAXONOMY LEVELS

+ Prestructural level represents the “I don’t know anything” stage when the learner doesn’t really have
any knowledge of the subject or any understanding of the topics. At this level, the topic is inappropriately
attacked, and the learner has missed the point or needs help to start with the topic.
+ Unistructural level represents the “I know very little, but something” stage when learners have limited
knowledge of the topic, they may know one or two isolated facts and understand simple ideas. Only one
aspect of the topic is picked up, and learner understanding is disconnected and limited.
+ Multistructural level represents the level when several facts are known and some understanding of
few concepts of the topic is available in the learners’ minds. But, at this level, they are still unable to link
those facts together and form opinions.
+ Relational level represents the “I can see the links between the information I have about this topic”
when learners connect the dots and move towards the higher-level thinking. They can explain several
ideas around the topic, link them together and express the deeper and more coherent understanding of
the whole.
+ Extended abstract level represents a new level of understanding when the ideas are re-thought to a
new conceptual level, looked at in a new way. Learners can use the topics to hold a conversation, form a
prediction, generalize, reflect on it, or create a new topic.

WHY USE SOLO TAXONOMY?

As with any learning taxonomy, using SOLO provides guidance on how to thoughtfully shape learning
intentions and learning experiences. Like with Bloom’s, there is a logical and pedagogical path in how to
structure materials using SOLO Taxonomy, so they have an educational impact.
However, the additional “why” might lie in the fact that SOLO Taxonomy is, or should be, used with the
learners. It was designed to support their learning, as well as the structuring part done by the teachers.
When following the levels, students can categorize their own understanding of the subject they’re
working on, they spend the time to assess themselves first, to later move up in their knowledge. The
taxonomy provides a structured path that they can follow, they know what is expected on the next level,
and what to strive for. In addition, knowing the above, learners become aware of why the topic is taught
in a certain way, and why they do what they do during the lessons/projects.