Solo Taxonomy

Solo Taxonomy: Developing Student Thinking

Introduction to the SOLO Taxonomy

"The SOLO taxonomy is a model that describes levels of increasing complexity in students’ thinking and understanding. It was proposed by academics Biggs and Collis (1982) after classifying student’s thinking across a range of ages and a range of subjects. As thinking progresses across the levels, students move from factual, knowledge-based thinking to conceptual and abstract thinking and understanding.

Lynn Erickson’s Structure of knowledge (2002) is often used to illustrate how concepts and knowledge interact to help students form a principal generalization (similar to the “central ideas” in programmes of inquiry in the Primary Years Programme (PYP)). The foundations of being able to form these principal generalizations (or to think conceptually and understand a PYP central idea) are based on acquiring “essential” knowledge that will interact with chosen key and related concepts.

The SOLO taxonomy supports Erickson’s “structure of knowledge” as it starts with students collecting ideas, facts or knowledge before progressing to more sophisticated and demanding levels of thinking where they are required to process the information to make connections, conceptualize and transfer their understanding."


Source: From PYP Resources - PYP Resources (need password)

SOLO Taxonomy Explained

Solo Taxonomy Explained.pdf
Source LINK

SOLO Taxonomy's 5 Levels of Understanding

  1. Prestructural: at this level, the learner is missing the point

  2. Unistructural: a response based on a single point.

  3. Multistructural: a response with multiple unrelated points.

  4. Relational: points presented in a logically related answer.

  5. Extended Abstract: demonstrating an abstract and deep understanding through unexpected extension.


Source: Introduction to the SOLO Taxonomy

A Quick Gide to the SOLO Taxonomy

SOLO-Taxonomy-Unstuck-Learning-Dialogic-Learning.pdf

Solo Taxonomy Poster 1

Solo Taxonomy Poster 1.pdf
Source LINK

Solo Taxonomy Poster 2

Solo Taxonomy Poster 2.pdf
Source LINK

SOLO Taxonomy Explained

Aug 26, 2015 - Run Time: 10:11

Defining the Stages

Nov 11, 2011 - Run Time: 3:08

Sample Solo Workshop 1

Understanding Solo Workshop.pdf

Solo Examples For Workshop

Solo Examples For Use in Solo Workshop.pdf
Use this sorting exercise during a Solo Introductory Workshop

Sample Solo Workshop 2

Introducing Solo.pdf

Sample Solo Workshop 3

Introducing Solo 2.pdf

Solo PYP Example

Solo PYP Example.pdf
Source: From PYP Resources - PYP Resources (need password)

Sample Solo Rubric

Sample Solo Rubric.pdf
Source: Blogging Rubric SlideShare by Emma Watts

Tools & Strategies To Support Students Using Solo Taxonomy

Differentiated Thinking Tools and Strategies (Public)
Google Docs: Differentiated Thinking Tools and Strategies (Public).doc & Solo Thinking ToolsTemplates.docSource: Michael Hughes @HughesT0KY0, Seisen International School, Tokyo. Updated March 2019.

Solo UOI Gr 5 Rubric

Grade 5 HWOO SOLO.pdf
Source Seisen International SchoolSee other Solo UOI Grade Level Examples using Link

Solo UOI Gr 3 Rubric

Grade 3 WWA SOLO Rubric.pdf
Source Seisen International SchoolSee other Solo UOI Grade Level Examples using Link

SOLO Taxonomy Question Chain Example

SOLO Taxonomy Question Chain Example.pdf

This is an example of a SOLO Taxonomy Question Chain. A series of connected question that explores a subconcept.

  • Follow each row across and you will see each question using the language and verbs associated with the SOLO Taxonomy levels.

Here is some of the context for creating this set of questions:

Curriculum Focus

  • Daily and seasonal changes in our environment affect everyday life ACSSU004

Achievement Standard

  • By the end of Kindergarten, they suggest how the environment affects them and other living things.

Sub-concepts to Explore

  • Types of weather + causes, seasons and seasonal weather changes, the impact of weather on human behaviour, clothes that we choose to suit the weather, the impact of weather on animals, environmental patterns.


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