S2B - SD With Notes - SOLO and HOTS in The Classroom

Slide 1 Purpose of the Slide:
TRAINING ON HIGHER-ORDER THINKING Say:

SKILLS PROFESSIONAL LEARNING PACKAGE
(HOTS-PLP) FOR ENGLISH, SCIENCE, AND
MATH TEACHERS
Other Notes:
Date and Venue
Slide 2
Session 2B
SOLO and HOTS in the Classroom:
Introduction to the SOLO Model
Name of Resource Person / Learning Facilitator
Slide 3 Training on Higher-Order Thinking Skills Professional Learning Package

(HOTS-PLPs) for English, Science, & Math Teachers
Purpose of the Slide: to give an
PPST Strand 1.5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
Session 4:
overview of the sessions
Session 3:
HOTS in Practice
Session 5:
Say: To refresh your memory, there
Supporting HOTS in the Classroom
through Learning Approaches Workplace Application Plan
Session 6:
are 7 sessions for this training--
Session 2: Facing the Forces
SOLO and HOTS in the Classroom
represented by these 7 matchsticks.
Session 1:
HOTS-PLP Walk-through
Session 7:
Professional Learning Community
in Schools
What session are we now?
Other Notes:
Training on Higher-Order Thinking Skills PLP 3 3
Slide 4 Session 2B Objectives Purpose of the Slide:
At the end of the session, participants will be able to:
Say:
• discuss how Bloom’s Taxonomy helps teachers as to instructional
delivery and learning assessment as well as its concerns and
limitations
• demonstrate understanding of the Basic SOLO Model on how it can Other Notes:
help a teacher on developing the learners’ higher-order thinking skills
• provide concrete applications of the SOLO Model in the classroom
PPST Strand 1.5. (P & HP) Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
PPSSH Strand 3.2 – (P)Teaching performance feedback
PPSS Strand 3.1. (P) Support for Instructional Leadership
Training on Higher-Order Thinking Skills PLP 4
Slide 5 Presentation Outline Purpose of the Slide: to provide an

overview of the topics covered in the
Bloom’s Taxonomy
session
Say: In an hour or less, we hope to
The SOLO Taxonomy cover the following topics and
Solo Model in LOTS and HOTS activities to achieve our objectives. We
have just had the introduction. Then
this will be followed by identifying the
Training on Higher-Order Thinking Skills PLP 5
enabling and restraining forces, a

short lecture on Force Field Analysis
tool, action planning, and then finally,
the wrap-up.
Other Notes:

Let’s discuss quickly Bloom’s Taxonomy ● To present first important points
Bloom’s Taxonomy is named after the leader of a group of
academics in 1956. There are six categories to Bloom’s
about the Bloom’s Taxonomy.
Taxonomy: knowledge, comprehension, application (of the
knowledge acquired), synthesis, analysis and evaluation.
Notes to the Presenter:
● Allow participants to respond to the
questions and share their insights
Benjamin
Bloom
Lorin Anderson
David Krathwohl
to the plenary. At this point,
Training on Higher-Order Thinking Skills PLP
participants may already be

mentioning about concepts related
to the Bloom’s Taxonomy,
especially in the discussion of
LOTS and HOTS.
The Bloom taxonomy levels were later revised in 2001 as
remembering, understanding, applying, analyzing,
evaluating and creating. Notes to the Presenter:
● Allow participants to respond to the

LOTS and HOTS.

The lower-order thinking skills (LOTS) involve about the Bloom’s Taxonomy.
memorization, while
higher-order thinking skills (HOTS) require Notes to the Presenter:
applying and working on that acquired
knowledge. ● Allow participants to respond to the

LOTS and HOTS.
Slide 9 Bloom’s Taxonomy (1956 and 2001) Purpose of the Slide:

● To present first important points

● Say that basic ideas of both
versions of Bloom’s Taxonomy
offer some help to teachers when
thinking about lower- and higher-

order thinking. Bloom’s Taxonomy
is best when preparing questions
for students. It helps to identify
assessment items that target
different categories of quality.
● However, there are issues with
Bloom’s Taxonomy. Emphasize,
though, that this presentation does
not aim to discourage others from
using Bloom’s.

● Say that basic ideas of both
versions of Bloom’s Taxonomy
https://granite.pressbooks.pub/teachingdiverselearners/chapter/blooms-taxonomy-2/ offer some help to teachers when
thinking about lower- and higher-

order thinking. Bloom’s Taxonomy
is best when preparing questions
for students. It helps to identify
assessment items that target
different categories of quality.
● However, there are issues with
Bloom’s Taxonomy. Emphasize,
though, that this presentation does
not aim to discourage others from
using Bloom’s.
Slide 11 Some issues with Bloom’s Taxonomy Purpose of the Slide:
1. The category of a particular question does not usually provide a link to the level
of understanding in a student’s response.
1. The suggested hierarchy, and choice of words for each level of Bloom’s
Taxonomy makes it difficult to have an exact meaning (or use the idea) with
young students.
● On issue #1: In classrooms, there is
1. There are difficulties with the complexity associated with putting the ideas of
Bloom into a normal classroom setting. Many words used are relevant to more
than one level (e.g., knowledge, understand).
often no relationship between the
The SOLO Taxonomy addresses these concerns!
level of a question asked and the
level of a learner response given or

vice versa. You can have a
Synthesizing question but the
student could just say what the
thing is about, which is a
Remembering answer. You may
look at how good the test is –
having questions under Analyzing,
Synthesizing, or Evaluating – but
students are giving lower-order
thinking answers or not being able
to answer at all.
● On issue #2: How do you tell a
Grade 2 student to analyze
something or synthesize an
information? Concepts might be
difficult for a young learner.
● On issue #3: Sometimes,
‘knowledge’ and ‘understand’ may
also be found in higher-order
thinking. For instance, a learner
responding to the prompt “What is
Einstein’s theory of relativity” may
be recalling what that theory is but
recalling the said theory requires
high-level of thinking.
● At this point, say that many of these
issues are addressed through an
alternative approach, which is the
Structure of the Observed Learning
Outcome (SOLO) referred to as the
SOLO Taxonomy. Emphasize that
SOLO is not interested about the
question. Rather, it is interested in
the level or quality of a response –
and that gives you a real framework
of how a learner is thinking.
Slide 12 The Structure of the Observed Learning Outcome Purpose of the Slide:
(SOLO) Taxonomy / Model is a system toclassify ● To introduce the Basic SOLO
the QUALITY of a response model.
based on structural complexity.

● Emphasize that it will be good to
arrive at a uniform framework on
SOLO was developed by John Biggs and Kevin Collis.
determining the quality of a learner

response across the country. SOLO

aims to provide this framework,
unlike the word ‘knowledge’ where
it could mean a lot of things or cater
to different thinking levels.
● Mention that SOLO has been used
many times already in the
Philippines. SOLO offers a
framework that was used in the
development of the three
professional standards: the
Philippine Professional Standards
for Teachers (PPST), for School
Heads (PPSSH), and for
Supervisors (PPSS). Moreover,
SOLO was used as a framework in
developing test items for the 2021
National Qualifying Examination for
School Heads (NQESH).
Slide 13 Basic SOLO Language

Purpose of the Slide:
Some new SOLO words you need to become familiar with ● To introduce the Basic SOLO
Prestructural
model and the five different levels.
Unistructural
Multistructural Notes to the Presenter:

Relational ● Take the presentation of these new
Extended Abstract
SOLO words slowly. Begin with the
first three words – prestructural,
unistructural, and multistructural.

Let the participants repeat the
words one-by-one.
● Ask the participants about their
prior idea on the presented SOLO
levels based on their corresponding
image.
● Remember the SOLO is about the
structure of a response. Further,
SOLO is the closest way of
describing of how the brain actually
works. Hence, ask the participants:
What does pre- mean? What does
uni- mean? What does multi-
mean? (Responses will be: before
there is structure, structure of one,
and structure of many.)
● This could be seen, for instance, in
a classroom. For prestructural, a
new teacher doesn’t know
anyone’s name at the first day of
classes. For unistructural and
multristructural, respectively, after a
reasonable amount of time, the
teacher begins to know the name of
one student and then of other
students.
● For relational, it is when eventually
the story of each and the
connection between and among
learners are being connected.
● For extended abstract (beyond) – it
is when you see something you are
not expecting from the learners in
the class.

● To relate the Revised Bloom’s
Taxonomy and the SOLO
framework

● Elaborate on the relationship of
https://educarepk.com/solo-taxonomy-versus-blooms-taxonomy.html
Bloom’s and SOLO taxonomies.
Slide 15 Description of Levels in original SOLO Taxonomy/Model
• Prestructural: ● To introduce the Basic SOLO
The learner does not focus on the relevant area / problem. There
is no consistency. Closure (giving an answer) is quick. model.
• Unistructural:
The learner focuses on the relevant area/problem but uses only
one piece of relevant data. Response may be inconsistent.
• Multistructural:
● As already discussed earlier,
Two or more pieces of data are used without any relationships
perceived between them. No integration occurs. Some
presented in this slide are
inconsistency may be apparent. descriptions for each SOLO level.
Remember that pre-structural is

where a response is not giving you
enough to talk about what it’s going
to be. Then in multistructural, it is
like when a teacher knows the
names of students but not who they
are together (as a class) – hence,
no integration occurring.
Slide 16 Description of Levels in original SOLO Taxonomy/Model

• Relational:
● To introduce the Basic SOLO
All data are now available, with each piece woven into an overall model.
system of relationships. The whole has become a coherent
linked structure. No inconsistency within the known system.
• Extended Abstract: Notes to the Presenter:

The response goes beyond what was expected at the relational
level. The degree of abstraction increases. Conclusions can be ● As already discussed earlier,
held open or qualified to allow for logical alternatives.
presented in this slide are
descriptions for each SOLO level.
Remember that relational is

multistructural but now seeing links
and connections.
● At this point, participants might
already be thinking about the
responses for the question posed
earlier, “Do you think it will rain
soon?”.
Slide 17 Let’s practice: “Do you think it will rain
•soon?”
Prestructural: ● To introduce the Basic SOLO
Yes, it always rains on Saturday.
model.
• Unistructural:
I think it will rain because there are many clouds in the sky.
• Multistructural:
● Allow the participants to respond to
I think it will rain because there are clouds over there and they are
dark looking and the wind is coming from that direction and …
the question shown in the screen.
Let the participants think of what
could be a prestructural response, a

unistructural response, and a
multistructural response to the
question.
● Process the responses with the
participants, observing the insights
learned from the previous slides.
● One the participants have provided
responses to each SOLO levels,
proceed to show the responses
shown in the slides.
Slide 18 Let’s practice: “Do you think it will rain

• soon?”
Relational: ● To introduce the Basic SOLO
Yes, I think so. The clouds look very dark over there and the wind is
getting stronger and the air feels different. It rained yesterday and
model.
the weather seems very similar now.
• Extended Abstract:
Yes, all the weather conditions seem to point to more rain. Dark ● Allow the participants to respond to
clouds and winds from the south-west. However, it is really the dry
season and it might not happen as these same conditions the question shown in the screen.
happened last week and no rain occurred then.
Let the participants think of what
could be a relational response and

an extended abstract response to
the question.
● Process the responses with the
participants, observing the insights
learned from the previous slide.
● One the participants have provided
responses to each SOLO levels,
proceed to show the responses
shown in the slides.
● Notice, however, that if we take out
the last sentence in the relational
response (i.e., “It rained yesterday
and the weather seems very similar
now.), the response would only be
a multistructural response.
● In extended abstract, assure the
participants that this is at a very
difficult level and might only be
provided by an exceptional learner.
Similar to the note above, taking out
the last sentence (i.e., However, it
is really…) would make this a
multistructural response as well.
Slide 19 Basic Response Structure (1982) Purpose of the Slide:

Cue Response
X
X irrelevant
model.
X
relevant
R
Kinds of data used:
related & hypothetical
● The diagram in the slide will help
X = irrelevant or inappropriate
= related and given in display
the participants visualize each
SOLO level. Walk them through first
= related and hypothetical, not given
on the labels/legends used.

● On the left (triangle) is a cue, while
on the right (R) is a response.
● In the middle are kinds of data
used: x for irrelevant, shaded circle
for relevant, and blank circle for
related and hypothetical.
● Note that there is nothing new
about the diagram but the next few
slides merely provide visualization
of what had already been
discussed in the previous slides.
Cue Response
X
X PRESTRUCTURAL
model.
X
R
Kinds of data used:
● In prestructural, the learner does
not focus on the relevant area /
problem.

Cue Response ● To introduce the Basic SOLO
X
X UNISTRUCTURAL model.
X
R Notes to the Presenter:

Kinds of data used:
● In unistructural, the learner was
= related and given in display able to pick up one bit of
information in providing a response.


Cue Response
X
X MULTISTRUCTURAL
model.
X
R
Kinds of data used: ● In multistructural, the learner was
able to pick up more than one bit of
information in providing a response.

Cue Response ● To introduce the Basic SOLO
X
X RELATIONAL
model.
X
R Notes to the Presenter:

Kinds of data used:
● In multistructural, the learner was
able to pick up more than one bit of
information and was able to

relate/link/connect them; then

providing a response.

Cue Response
X
X EXTENDED
model.
X ABSTRACT
R1
Kinds of data used:
● In extended abstract, learners also
R2
R3
pickup data that is hypothetical or
not given; then provides a response
or two.

● To present appropriate verbs
applicable to each SOLO levels

● Explain why the verbs belong to the
https://www.educorponline.com/blog/which-taxonomy-deep-learning-blooms-or-solo
specified SOLO level
Slide 26 The SOLO Model: LOTS and HOTS
Describes thinking processes on a scale of increasing ● To introduce the Basic SOLO
difficulty or complexity.
model.
It helps you think (as a teacher) where to move your student
next based on their response.
It even helps you think about your own thinking. Notes to the Presenter:
How is SOLO relevant to you?
To your teaching? To working with others?
● At this point, relate the SOLO levels
to LOTS and HOTS. Is pre-
structural LOTS or HOTS? Is
unistructural LOTS or HOTS? And

so on. Note that pre-, uni-, and
multi- are LOTS while relational and
extended abstract are HOTS.
● On the first paragraph, emphasize
that each level is important. You
can’t provide a multistructural
answer if you haven’t provided first
a unistructural response. You
cannot go to relational (HOTS) if
you have not provided a
multistructural response (LOTS).
Both are always important.
● On the second paragraph, teachers
will be guided on how to proceed in
the teaching process. SOLO helps
teachers to assess the quality of a
student response, different ways to
ask questions, and where
instruction should proceed to move
the student forward. If the teacher
sees the learners’ struggle at the
relational level, then this tells us
that the multistructural level must
be practiced well.
● On the third paragraph, SOLO
helps us see what responses are
lower-order thinking and higher-
order thinking. At this point, allow
the participants to relate SOLO on
their everyday task. What does a
person driving a manual
transmission car look like at a
unistructural level? What does an
elementary student playing
basketball look like at a relational
level?
● On the fourth paragraph (the
question), allow participants to
discuss this among themselves. Let
them share their responses to the
plenary.
Slide 27 The SOLO Model: Why is it so useful? Purpose of the Slide:
SOLO offers a framework you can use to: ● To introduce the Basic SOLO
1. Describe a response to a learned activity or question, as well model.
as help a teacher decide where students should proceed with
their learning.
2. Offer practical support in writing questions that can Notes to the Presenter:
differentiate higher-order and lower-order ideas.
3. Understand or help develop teaching programs (learning ● This section is now the last bullet
progressions) and lessons that mirror how the brain learns.
under the general outline presented
at the beginning of this session.
● The SOLO model was designed for
use by teachers in a classroom.

The SOLO model has been
adopted by many teachers because
the focus is relevant to all subjects
and all learning activities in schools,
from the earliest subject ideas to
advanced skills, understandings
and knowledge.
● Share with the participants one
comment from an individual on
SOLO: “SOLO is the kind of thing
that once you know it and you
understand what’s going on with it,
it is very hard to ignore what SOLO
is telling you to do. And you start to
view what the students do lesson
by lesson in terms of SOLO.”
Getting to use Basic SOLO in different ways
● To present the use of the Basic
SOLO thinking is consistent with how the brain
learns. SOLO has a strong logic moving from one
SOLO model in different ways.
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. ● This section is now the last bullet
There are five levels in the basic SOLO model linked to how under the general outline presented
information is structured in the brain.
at the beginning of this session.
● The SOLO model was designed for
use by teachers in a classroom.

The SOLO model has been
adopted by many teachers because
the focus is relevant to all subjects
and all learning activities in schools,
from the earliest subject ideas to
advanced skills, understandings
and knowledge.
● Share with the participants one
comment from an individual on
SOLO: “SOLO is the kind of thing
that once you know it and you
understand what’s going on with it,
it is very hard to ignore what SOLO
is telling you to do. And you start to
view what the students do lesson
by lesson in terms of SOLO.”

Getting to use Basic SOLO in driving.
When we start learning to drive, what are
some of the big ideas we need to worry SOLO model in different ways.
about? Stepping on the accelerator?
Changing gears? Using the rear-view mirror?
Describe what a person driving a vehicle look like at: Notes to the Presenter:
• unistructural level?
• multistructural level?
● As SOLO provides the closest way
• relational level? of describing of how the brain
• extended abstract level?
actually works, then we can see
how it may be reflected in different

ways. In this activity, give ample
time for participants to think about
the scenario presented in the slide.
Let them share their insights to the
plenary first before proceeding to
the next slide.
Slide 30 UNISTRUCTURAL:
Focuses on one thing only such as the steering wheel or using the accelerator. Very
dangerous time for a learner and passenger!
MULTISTRUCTURAL:
Follows a set procedure. Stopping only involves the brake. Not changing gears or SOLO model in different ways.
taking one’s foot off the accelerator. This is why we need an extensive period of
practice
RELATIONAL:
Can see connections between different aspects of driving. Actions become more
routine. ● Read the slides. This will be best
EXTENDED ABSTRACT:
Goes beyond driving the car. The driver is competent with most aspects of driving as
explained/understood by someone
well as more aware outside the car at pedestrians and the drivers of other cars.
who drives.

Getting to use Basic SOLO in cooking. ● To present the use of the Basic
The person is preparing a meal and has a SOLO model in different ways.
recipe available. Describe what you might
typically see for the following SOLO levels:
• unistructural level?
• multistructural level? ● As SOLO provides the closest way
• relational level?
• extended abstract level? of describing of how the brain
actually works, then we can see
how it may be reflected in different

ways. In this activity, give ample
time for participants to think about
the scenario presented in the slide.
Let them share their insights to the
plenary first before proceeding to
the next slide.
Slide 32 UNISTRUCTURAL: Purpose of the Slide:

Have trouble reading a recipe. Keep looking at individual aspects and know some
individual ingredients but not many. ● To present the use of the Basic
MULTISTRUCTURAL: SOLO model in different ways.
Can follow straightforward recipes and can make a good meal IF they follow the
recipe.
RELATIONAL:
Often does not need a recipe. Has done so much cooking, have recipes in their
head, and can improvise.
● Read the slides. This will be best
EXTENDED ABSTRACT:
The cook would be a Chef (a professional cook) and come up with new ideas explained/understood by someone
about cooking.
who cooks.
Slide 33 Getting to use Basic SOLO in classroom management. Purpose of the Slide:
We are interested in the teachers’ class ● To present the use of the Basic
management.
SOLO model in different ways.
Let us think about a teacher we are watching in
a class.
What might be happening at different SOLO levels – from pre-structural

to extended abstract? ● Since driving a vehicle might not be
What would you say if you were a mentor for teachers if they were at
different SOLO levels?
done by every single participant,
the scenario in the slide would be a
more appropriate example to

discuss.
● Give ample time to participants to
discuss this. Let them present their
ideas too in the plenary.
PRESTRUCTURAL:
Students ignore the teacher. The teacher cannot control the class SOLO model in different ways.
and pleads for quiet. Does not know what to do.
UNISTRUCTURAL:
The student focuses on one student or
one incident and cannot deal with other
issues. Poor behavior continues.
● Read the slides. Let participants
reflect on each (e.g., determine why
such statements are prestructural
or unistructural.
MULTISTRUCTURAL:
Teacher is aware of a number of issues and tries to deal with SOLO model in different ways.
them one at a time. Is usually not very successful. Spot-fire
problems – puts one out and another starts up.
RELATIONAL: Notes to the Presenter:
A teacher notices a number of issues and links them together
to help address the problems. The focus of solution is on the ● Read the slides. Let participants
teaching decisions taken. Approach usually successful. reflect on each (e.g., determine why
such statements are multistructural
or relational.
EXTENDED ABSTRACT:
Teacher draws on other experiences such as knowledge of SOLO model in different ways.
students, organizes lessons to minimize the chance of
problems arising, using different techniques that are special
with a class. Notes to the Presenter:
● Read the slides. Let participants
reflect on each (e.g., determine why
such statement is extended
abstract.
Slide 37 SOLO Lower- and Higher-Order Purpose of the Slide:

Thinking and Responses ● To go back to the understanding of
Different thinking/responses can be classified as either lower- and
higher-order: the SOLO model.
Lower-order Questions/Responses are
at the unistructural and multistructural levels because information can
be ‘taught’ in the traditional sense. Notes to the Presenter:
Higher-order Questions/Responses are ● This goes back to our
at the relational level and extended abstract, ‘teaching’ in a traditional
sense is problematic. Students need to be placed in situations to
understanding of SOLO in terms of
develop their own connections – their own way. LOTS and HOTS. Allow the
participants to reflect on the

information presented in the slide.

Surface and Deep
Approaches to Learning ● To go back to the understanding of
the SOLO model.

● At this point, pay attention to the
Presenter’s Notes. SOLO will be
discussed in many terms.
● This discusses SOLO in terms of
surface and deep learning.

Slide 39 Surface and Deep Learning Purpose of the Slide:
Learning SOLO Levels Characteristics ● To go back to the understanding of
Surface Unistructural One idea
Multistructural A number of independent ideas
the SOLO model. This serves as
the Wrap-up part of the session.
Deep Relational Ideas linked together and
related
Extended Abstract Extends ideas, and applies and

transfers ideas to new
situations
● This discusses SOLO in terms of
surface and deep learning.
Slide 40
Slide 41

Slide 42 Purpose of the Slide: to express
gratitude and share contact detail
Say: Thank you so much for learning
Thank you. with us today. See you in our next
session. For any questions and
neap.pddu@deped.gov.ph clarifications about the design and
learning resources, you may contact
NEAP through
neap.pddu@deped.gov.ph.
Other Notes:
Slide 43 Training on Higher-Order Thinking Skills - Professional Learning Package Purpose of the Slide: to present the
Program Management Team Session Guide Writers and Presentation Deck Editors members of the Program Management
Research Center for Teacher Quality (RCTQ)
Field Personnel
1.
2.
Alson Rae Luna
Angelica B. Buaron
13.
14.
Mae Laarni M. Saporna
Marie Vic C. Velasco
Team, writers and editors
Say: Let us recognize the PMT
National Educators Academy of the Philippines (NEAP) 3. Angelo D. Uy 15. Maripaz T. Mendoza
Professional Development Division 4. Analou O. Hermocilla 16. Mark Anthony A. Durana
5. Arnel Jr. B. Camba 17. Melvin Willy II B. Roque
Quality Assurance Division 18. Milaner R. Oyo-a
6. Eldefonso Jr. B. Natividad
7. Elsie Jane M. Mantilla 19. Rejulios M. Villenes
NEAP in the Regions 8.
9.
10.
11.
Fluellen L. Cos
Hera Paz B. Yamson
Jelly L. Sore
Jojiemar M. Obligar
20.
21.
22.
23.
Renante Juanillo
Renato N. Pacpakin
Rosalyn C. Gadiano
Sally A. Palomo
members, writers, and editors who
have contributed in the development
12. Josephine P. Balasan 24. Wilma S. Carrera
NEAP Central Office
1.
2.
3.
4.
Abdul Haiy A. Sali
Dir. Leah B. Apao
Guillermo Nikus A. Telan
Jerson R. Capuyan
of this training.
5. Richie Carla A. Vesagas
Other Notes:

S2B - SD With Notes - SOLO and HOTS in The Classroom

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Slide 1 Purpose of the Slide:

TRAINING ON HIGHER-ORDER THINKING Say:

Name of Resource Person / Learning Facilitator

Slide 3 Training on Higher-Order Thinking Skills Professional Learning Package

Training on Higher-Order Thinking Skills PLP 4

Slide 5 Presentation Outline Purpose of the Slide: to provide an

enabling and restraining forces, a

Slide 6 Purpose of the Slide:

participants may already be

participants may already be

Slide 8 Purpose of the Slide:

participants may already be

Slide 9 Bloom’s Taxonomy (1956 and 2001) Purpose of the Slide:

Notes to the Presenter:

thinking about lower- and higher-

Notes to the Presenter:

thinking about lower- and higher-

level of a learner response given or

Notes to the Presenter:

determining the quality of a learner

response across the country. SOLO

Slide 13 Basic SOLO Language

Multistructural Notes to the Presenter:

unistructural, and multistructural.

Slide 14 Purpose of the Slide:

Notes to the Presenter:

Remember that pre-structural is

Slide 16 Description of Levels in original SOLO Taxonomy/Model

• Extended Abstract: Notes to the Presenter:

Remember that relational is

could be a prestructural response, a

Slide 18 Let’s practice: “Do you think it will rain

could be a relational response and

Slide 19 Basic Response Structure (1982) Purpose of the Slide:

Training on Higher-Order Thinking Skills PLP

on the labels/legends used.

Training on Higher-Order Thinking Skills PLP

Slide 21 Basic Response Structure (1982) Purpose of the Slide:

R Notes to the Presenter:

information in providing a response.

Slide 22 Basic Response Structure (1982) Purpose of the Slide:

Training on Higher-Order Thinking Skills PLP

R Notes to the Presenter:

information and was able to

relate/link/connect them; then

Slide 24 Basic Response Structure (1982) Purpose of the Slide:

Slide 25 Purpose of the Slide:

Notes to the Presenter:

unistructural LOTS or HOTS? And

use by teachers in a classroom.

use by teachers in a classroom.

Slide 29 Purpose of the Slide:

how it may be reflected in different

Slide 31 Purpose of the Slide:

how it may be reflected in different

Slide 32 UNISTRUCTURAL: Purpose of the Slide:

What might be happening at different SOLO levels – from pre-structural

more appropriate example to

Slide 37 SOLO Lower- and Higher-Order Purpose of the Slide:

participants to reflect on the

Slide 38 Purpose of the Slide:

Notes to the Presenter:

surface and deep learning.