SOLO taxonomy
SOLO Taxonomy describes the developmental progression of learning through five levels of understanding: Pre-structural, Uni-structural, Multi-structural, Relational and Extended-abstract. Its structure, along with verbs associated with each level of the taxonomy, guide learning design that supports student mastery and metacognition.
Initially developed by
John B. Biggs (University of Newcastle) & Kevin F. Collis (University of Tasmania), Australia (1982).
Effectiveness
John Hattie's Visible Learning for Teachers: Maximising Impact on Learning (2012) describes SOLO Taxonomy as "the most powerful model" for understanding students' learning.
Further reading
Hook, P., & Roberts, J. (2018). The who, what, when, where, and why of SOLO taxonomy. Set: Research Information for Teachers, 2, 48.
Where you'll find it in Stile
Every question in Stile uses a verb that connects with the levels of understanding in SOLO. Within a lesson, questions build understanding through the SOLO progression. Units culminate in assessments that allow students to demonstrate extended-abstract thinking.
Examples within Stile
Socratic seminar
Students apply their cumulative knowledge of energy conservation to research, discuss and make recommendations regarding the proposed Congo dam.
Socratic seminar: The Congo dam project lesson
in the Energy Conservation unit
in the Energy Conservation unit
Engineering challenge
Students use their understanding of ecosystems and a global declining bee population to engineer a solution over a series of lessons.
Defining the problem lesson
in the Importance of Biodiversity unit
in the Importance of Biodiversity unit
Critical thinking evaluation
Students engage critical thinking and build on their understanding of lithium extraction to evaluate the suitability of a new mine.
Research: The future of lithium mining lesson
in the Elements and Compounds – Lithium Edition unit
in the Elements and Compounds – Lithium Edition unit
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