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    Solo Taxonomy Reflection

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    Joy Molino

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    Solo Taxonomy Reflection

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    Joy Molino
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    9 views1 page

    Solo Taxonomy Reflection

    Uploaded by

    Joy Molino

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    © All Rights Reserved
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    In-Service Training for Teachers (INSET) - January 25, 2024- RNHS Quadrangle

    Prepared by JOY B. MOLINO- SHS Teacher

    Reflection Notes on SOLO Taxonomy


    Solo Taxonomy is developed by educational psychologist John Biggs and Kevin
    Collis. The framework of this taxonomy provides a structured way to understand and
    measure the complexity of thinking skills. It consists of five levels of understanding, ranging
    from simple to complex, and is often represented as a ladder of increasing cognitive
    complexity. The levels are Prestructural, Unistructural, Multistructural, Relational, and
    Extended Abstract.
    During the prestructural level, student has a lack of understanding or has not grasped
    the concept. For example, in teaching the elements of literature/identifying the
    characters/characterization, students are unable to identify the main characters in a story. In
    unistructural level, student understands relevant aspect of the concept but is limited to one
    aspect only. For example, a student can recognize the main characters in a story but
    struggles with their motivations. However, in Multistructural, student understands multiple
    relevant aspects of the concept but lacks integration. For example, a student who can
    identify characters and their motivations but has difficulty relating them to the central theme
    of the story. Relational, on the other hand, student can integrate and relate multiple aspects
    of the concept. Then lastly, in the Extended Abstract, student can think beyond the current
    concept, generalize, and apply it in new and unfamiliar contexts. For example, student who
    can analyze characters and themes in one story and apply the same critical thinking skills to
    analyze different genres and cultural contexts. Therefore, we as teachers, should aim to
    attain the extended abstract for it is an evident that students have reached the level of
    Higher Order Thinking Skills.
    In reflection to this topic, solo taxonomy promotes higher-order thinking skills among
    students by providing a structured framework that guides the development of cognitive
    complexity among the learners. This also requires teachers to use/employ teaching
    methods/strategies/techniques that will promote HOTS and improve the critical and creative
    thinking skills of the students. It also encourages learners to progress through different levels
    of understanding, moving beyond simple recall of information to more advanced levels
    wherein teachers should track students’ progress through analysis, synthesis, and
    evaluation on the part of the learners.

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