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Structure of Observed Learning Outcomes (Solo) Taxonomy: Adopted From Pam Hook and Julie Mills

The document describes the Structure of Observed Learning Outcomes (SOLO) taxonomy, which categorizes learning into five levels of increasing complexity: pre-structural, uni-structural, multi-structural, relational, and extended abstract. It provides examples of learning verbs and outcomes for each level, and explains how the taxonomy can be used for assessment, lesson planning, and supporting student metacognition. The document recommends several resources for learning more about using the SOLO taxonomy in teaching.

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Lorenzo Gonzales
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1K views13 pages

Structure of Observed Learning Outcomes (Solo) Taxonomy: Adopted From Pam Hook and Julie Mills

The document describes the Structure of Observed Learning Outcomes (SOLO) taxonomy, which categorizes learning into five levels of increasing complexity: pre-structural, uni-structural, multi-structural, relational, and extended abstract. It provides examples of learning verbs and outcomes for each level, and explains how the taxonomy can be used for assessment, lesson planning, and supporting student metacognition. The document recommends several resources for learning more about using the SOLO taxonomy in teaching.

Uploaded by

Lorenzo Gonzales
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
  • Introduction to SOLO Taxonomy: An introduction to the Structure of Observed Learning Outcomes (SOLO) taxonomy, providing foundational understanding.
  • What is SOLO?: Explains the SOLO model for learning and its utility in developing common understanding and language of learning.
  • SOLO Levels Representation: Visual representation of the different SOLO levels, illustrating stages from pre-structural to extended abstract.
  • Answering Techniques Using SOLO: Discusses five ways to answer questions based on SOLO levels, describing the transition from pre-structural to extended abstract.
  • Understanding SOLO Levels: Details the characteristics of each SOLO level including advantages and specific learning outcomes.
  • Prior Knowledge Framework in SOLO: Illustrates how prior knowledge fits into the SOLO framework with visual emphasis on learner skills.
  • Implementing SOLO in Classrooms: Reflects on the effectiveness of SOLO in classrooms for enhancing student progress and deepening learning.
  • SOLO and Science Learning: Application of SOLO taxonomy to scientific contexts, specifically exploring how it aids understanding in photosynthesis.
  • Hexagon Learning via SOLO: Describes hexagon activities that utilize SOLO for grouping ideas and developing linked understanding.
  • Constructive Alignment with SOLO: Outlines constructive alignment strategies using SOLO taxonomy for ensuring effective educational practices.
  • Practical Application Examples: Provides examples of real-life applications where SOLO can convert abstract ideas into practical learning.
  • Why Use SOLO?: Explains the benefits of using SOLO in educational assessment, planning, and scaffolding.
  • SOLO Taxonomy Resources: Lists resources and further reading on SOLO taxonomy, including notable authors and websites.

STRUCTURE OF OBSERVED

LEARNING OUTCOMES
(SOLO) TAXONOMY

Adopted from
Pam Hook and Julie Mills
Pre-structural

Uni-structural

Multi-structural

Relational

Extended Abstract
The SOLO levels
I’m not sure about…
Prestructural

I have one relevant idea about…


Unistructural

I have several ideas about…

Multistructural
I have several ideas about…
…and can relate them to the BIG PICTURE
Relational
I have several ideas about…
…and can link them to the BIG PICTURE
…and can look at these ideas in a new and different way
Extended Abstract
In my classroom I find currently that SOLO provides
a great framework for students to progress, where
students learning becomes deeper as they move
through the levels.
We are finding out about
photosynthesis.
State what photosynthesis is

Identify what is needed and produced


during photosynthesis.

Connect these to produce an equation


for photosynthesis.

Compare and contrast the processes


of osmosis and diffusion. Explain why
plants need energy for active
transport.

Relate the importance of


photosynthesis to its functions and
predict the consequences of a
reduction in photosynthesis on the
future of our planet.
The SOLO taxonomy & constructive alignment

(Deep learning image from Tait Cole. SOLO level verbs and examples Adapted from Pam Hook & Julie Mills: SOLO
Taxonomy: A Guide for Schools and using
http://issuu.com/pamhook/docs/solotaxonomy__constructivealignment/1)
Why do I think you should use it?
It is excellent for both formative and summative assessment. It
makes learning challenging but visible and provides a framework
for progression.

Its great for finding out what students know before you start
and then at any point there after progress can be checked.

It is easy to use when planning lessons or a scheme of work as


you can scaffold the learning experiences for the outcomes
(constructive alignment) at unistructural, multistructural, relational
and extended abstract levels.

It supports metacognition: what am I doing? – how well is it going?


– what should I do next?

Challenge can be provided through feedback and feed forward,


which could be: teacher to student, student to teacher and
student to student.
There are a growing number of people out there who are or have tried SOLO.
Many are writing or have written about SOLO and are using SOLO in their
everyday teaching. I highly recommend the following who have helped and
inspired me on my SOLO journey:
•Pam Hook – http://pamhook.com/ - SOLO taxonomy a guide for schools pam
Hook and Julie
Biggs and Tang- Teaching for quality learning at university. (excellent introduction to
constructive alignment amongst other things)
•Lisa Ashes – http://thelearninggeek.com/ (excellent blogs on a range of topics
including SOLO) “SOLO teaches pupils to make relationships between ideas
and then use these to question ideas further.”
•David Didau – http://www.learningspy.co.uk/solo-taxonomy/ (excellent blogs
that are always thought provoking)
•Tait Coles – http://taitcoles.wordpress.com/2011/11/12/solo-taxonomy-part-3/
(great blogs and some nice videos of a year 8 class new to SOLO)
http://taitcoles.files.wordpress.com/2012/07/ctl_3-2_full_version_2.pdf (great
article from “Creative teaching and learning” p57)

STRUCTURE OF OBSERVED LEARNING OUTCOMES (SOLO) TAXONOMY Adopted from Pam Hook and Julie Mills
Pre-structural Uni-structural Multi-structural Relational Extended Abstract
The SOLO levels I’m not sure about… Prestructural I have one relevant idea about… Unistructural I have several ideas about… M
In my classroom I find currently that SOLO provides a great framework for students to progress, where students learning bec
We are finding out about photosynthesis. State what photosynthesis is Identify what is needed and produced during photosyn
(Deep learning image from Tait Cole. SOLO level verbs and examples Adapted from Pam Hook & Julie Mills: SOLO Taxonomy: A Gui

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