2. Content
◦Structure of solo taxonomy
◦Definition
◦Why solo, why no bloom, criticism
◦Blooms vs solo
◦Main five stages
◦Uses of solo taxonomy
◦Advantages of solo taxonomy
3. Structure of solo taxonomy
◦ SOLO Taxonomy describes levels of increasing
complexity in a child's understanding of a subject,
through five stages. Each level embraces previous
levels, but adds something more.
◦ SOLO Taxonomy helps pupils to understand the
process of learning and focus on their strengths and
areas for development.
◦ At Holmer Lake the pupils from Reception to Year 6
use the titles, symbols, hand signals and verbs of
SOLO to talk about their learning.
4. ◦ They complete a SOLO assessment at the start and end of
each unit of work; this allows the child to reflect on the
progress they have made during a unit of work.
◦ SOLO Taxonomy in mathematics is evident on their
learning objective and success criteria on a daily basis.
5. Definitions 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.
6. 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
8. Main Five Stages Of Solo Taxonomy
◦Pre-structural
◦Uni-structural
◦Multi-structural
◦Relational
◦Extended abstract
9.
10.
11.
12. Pre-structural 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’
13.
14. Uni-structural Of Solo Taxonomy
◦Moving on from pre-structural,
students who are uni-structural 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’
15.
16. Multi-structural Of Solo Taxonomy
◦Progressing from uni-structural to multi-
structural 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’.
17.
18. 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’
19.
20. 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’.
21. We have developed SOLO to:
◦ Provide opportunities to enable pupils to progress
through the stages - learning key skills, concepts
and knowledge (Unistructural and Multistructural),
◦ Applying them in contexts with support
(Relational),
◦ Applying skills and knowledge independently and
making decisions in a range of contexts (Extended
Abstract).
◦ Provide a structured framework for pupils to use to
progress their thinking and learning.
22. ◦ Encourage pupils to think about where they are
currently with their learning, and what they need to
do in order to progress.
◦ Make assessments at the start of a lesson or unit of
work to inform which differentiated learning activity
the child completes and use flexible groupings.
◦ Make assessments at the start and end of a lesson or
unit of work to show the progress that has been made.
◦ Peer and self-assessment enables pupils to assess
themselves and each other as learners and to know
what to do next.
23. Uses Of Solo Taxonomy
◦ The use of SOLO taxonomy supports the expectations of
the national curriculum and ensures opportunities for pupils
to ‘Master’ each stage of learning before moving on.
◦ 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.
24. 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
environments.
25. ◦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.
26. Conclusion
◦SOLO Taxonomy provides a simple way
of describing how learning outcomes grow
from surface to deep understanding
◦It describes five levels of understanding
for pupils who are experiencing new
learning. There are clear steps for the
learning outcomes that staff and pupils
share.
27. References:
◦ 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
