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SOLO Taxonomy - Tools for Learning

“Learning to learn” requires the learner to think about the strengths and weaknesses of their own thinking when they are learning and to make thoughtful decisions on what to do next. Students of all ages can use SOLO levels, rubrics and frameworks to answer the following questions:

What am I learning?
How is it going?
What do I do next?

SOLO is used to:
- Plan for differentiation;
- Give and receive feedback;
- Develop self-assessment resources;
- Design innovative curriculum;
- Reflect on learning processes and products;
- Undertake research and student led inquiry;
- Integrate e-learning and thinking strategies;
- Establish a school wide common language for learning.

There are 5 different levels of learning illustrated by the following diagram:

At the Prestructural level of understanding the task is inappropriately attacked and the student has missed the point or needs help to start.
At the Unistructural level one aspect of the task is picked up and student understanding is disconnected and limited.
At the Multistructural level, several aspects of the task are known but their relationships to each other and the whole are missed.
At the Relational level, the aspects are linked and integrated, and contribute to a deeper and more coherent understanding of the whole.
At the Extended abstract level, the new understanding at the relational level is re-thought at another conceptual level, looked at in a new way, and used as the basis for prediction, generalisation, reflection, or creation of new understanding (Hook and Mills 2011).
These same concepts are used for NCEA so we believe using SOLO helps prepare our students for success at High school.