SOLO-and-HOTS-in-the-Classroom.pptx

IN-SERVICE TRAINING ON HIGHER-ORDER
THINKING SKILLS PROFESSIONAL LEARNING
PACKAGE (HOTS-PLP)
Date and Venue

SOLO and HOTS in the Classroom:
Introduction to the SOLO Model
2
Name of Resource Person / Learning Facilitator

🔥 Training on Higher-Order Thinking Skills PLP
Session Objectives
At the end of the session, participants will be able to:
3
• 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
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

Presentation Outline
4
Bloom’s Taxonomy
The SOLO Taxonomy
Solo Model in LOTS and HOTS

Let’s discuss quickly Bloom’s Taxonomy
Bloom’s Taxonomy is named after the leader of a group of
academics in 1956. There are six categories to Bloom’s
Taxonomy: knowledge, comprehension, application (of the
knowledge acquired), synthesis, analysis and evaluation.
Benjamin
Bloom
Lorin Anderson
David Krathwohl

The Bloom taxonomy levels were later revised in 2001 as
remembering, understanding, applying, analyzing,
evaluating and creating.

The lower-order thinking skills (LOTS) involve
memorization, while
higher-order thinking skills (HOTS) require
applying and working on that acquired
knowledge.

Bloom’s Taxonomy (1956 and 2001)

https://granite.pressbooks.pub/teachingdiverselearners/chapter/blooms-taxonomy-2/

Some issues with Bloom’s Taxonomy
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.
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).
The SOLO Taxonomy addresses these concerns!

The Structure of the Observed Learning Outcome
(SOLO) Taxonomy / Model is a system to
classify the QUALITY of a response
based on structural complexity.
SOLO was developed by John Biggs and Kevin Collis.

Basic SOLO Language
Some new SOLO words you need to become familiar with
Prestructural
Unistructural
Multistructural
Relational
Extended Abstract

https://educarepk.com/solo-taxonomy-versus-blooms-taxonomy.html

• Prestructural:
The learner does not focus on the relevant area / problem. There
is no consistency. Closure (giving an answer) is quick.
• Unistructural:
The learner focuses on the relevant area/problem but uses only
one piece of relevant data. Response may be inconsistent.
• Multistructural:
Two or more pieces of data are used without any relationships
perceived between them. No integration occurs. Some
inconsistency may be apparent.
Description of Levels in original SOLO Taxonomy/Model

• Relational:
All data are now available, with each piece woven into an overall
system of relationships. The whole has become a coherent
linked structure. No inconsistency within the known system.
• Extended Abstract:
The response goes beyond what was expected at the relational
level. The degree of abstraction increases. Conclusions can be
held open or qualified to allow for logical alternatives.
Description of Levels in original SOLO Taxonomy/Model

• Prestructural:
Yes, it always rains on Saturday.
• Unistructural:
I think it will rain because there are many clouds in the sky.
• Multistructural:
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 …
Let’s practice: “Do you think it will rain soon?”

• Relational:
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
the weather seems very similar now.
• Extended Abstract:
Yes, all the weather conditions seem to point to more rain. Dark
clouds and winds from the south-west. However, it is really the dry
season and it might not happen as these same conditions
happened last week and no rain occurred then.
Let’s practice: “Do you think it will rain soon?”

Basic Response Structure (1982)
X
X
X
Cue Response
R
X = irrelevant or inappropriate
Kinds of data
used:
= related and given in display
= related and hypothetical, not given
irrelevant
relevant
related & hypothetical

X
X
X
Cue Response
R
Kinds of data
used:
PRESTRUCTURAL

X
X
X
Cue Response
R
Kinds of data
used:
UNISTRUCTURAL

X
X
X
Cue Response
R
Kinds of data
used:
MULTISTRUCTURAL

X
X
X
Cue Response
R
Kinds of data
used:
RELATIONAL

X
X
X
Cue Response
R1
Kinds of data used:
EXTENDED
ABSTRACT
R2
R3

https://www.educorponline.com/blog/which-taxonomy-deep-learning-blooms-or-solo

Describes thinking processes on a scale of increasing
difficulty or complexity.
It helps teachers where to move their students next based on
their responses.
It even helps you think about your own thinking.
How is SOLO relevant to you?
To your teaching? To you as School Heads?
To working with others?
The SOLO Model: LOTS and HOTS

SOLO offers a framework you can use to:
1. Describe a response to a learned activity or question, as well
as help a teacher decide where students should proceed with
their learning.
2. Offer practical support in writing questions that can
differentiate higher-order and lower-order ideas.
3. Understand or help develop teaching programs (learning
progressions) and lessons that mirror how the brain learns.
The SOLO Model: Why is it so useful?

Getting to use Basic SOLO in different ways
SOLO thinking is consistent with how the brain
learns. SOLO has a strong logic moving from one
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.
There are five levels in the basic SOLO model linked to how
information is structured in the brain.

Getting to use Basic SOLO in driving.
When we start learning to drive, what are
some of the big ideas we need to worry
about? Stepping on the accelerator?
Changing gears? Using the rear-view mirror?
Describe what a person driving a vehicle look like at:
• unistructural level?
• multistructural level?
• relational level?
• extended abstract level?

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
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.
EXTENDED ABSTRACT:
Goes beyond driving the car. The driver is competent with most aspects of driving as
well as more aware outside the car at pedestrians and the drivers of other cars.

Getting to use Basic SOLO in cooking.
The person is preparing a meal and has a
recipe available. Describe what you might
typically see for the following SOLO levels:
• unistructural level?
• multistructural level?
• relational level?
• extended abstract level?

UNISTRUCTURAL:
Have trouble reading a recipe. Keep looking at individual aspects and know some
individual ingredients but not many.
MULTISTRUCTURAL:
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.
EXTENDED ABSTRACT:
The cook would be a Chef (a professional cook) and come up with new ideas
about cooking.

Getting to use Basic SOLO in classroom management.
We are interested in the teachers’ class
management.
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?
What would you say if you were a mentor for teachers if they were at
different SOLO levels?

PRESTRUCTURAL:
Students ignore the teacher. The teacher cannot control the class
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.

MULTISTRUCTURAL:
Teacher is aware of a number of issues and tries to deal with
them one at a time. Is usually not very successful. Spot-fire
problems – puts one out and another starts up.
RELATIONAL:
A teacher notices a number of issues and links them together
to help address the problems. The focus of solution is on the
teaching decisions taken. Approach usually successful.

EXTENDED ABSTRACT:
Teacher draws on other experiences such as knowledge of
students, organizes lessons to minimize the chance of
problems arising, using different techniques that are special
with a class.

SOLO Lower- and Higher-Order
Thinking and Responses
Different thinking/responses can be classified as either lower- and
higher-order:
Lower-order Questions/Responses are
at the unistructural and multistructural levels because information can
be ‘taught’ in the traditional sense.
Higher-order Questions/Responses are
at the relational level and extended abstract, ‘teaching’ in a traditional
sense is problematic. Students need to be placed in situations to
develop their own connections – their own way.

Surface and Deep
Approaches to Learning

Surface and Deep Learning
Learning SOLO Levels Characteristics
Surface Unistructural One idea
Multistructural A number of independent ideas
Deep Relational Ideas linked together and
related
Extended Abstract Extends ideas, and applies and
transfers ideas to new
situations

WORKSHEET

SOLO-and-HOTS-in-the-Classroom.pptx

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