SOLO Taxonomy

Taxonomy The term is derived from the Greek taxis (“arrangement”) and nomos (“law”). Taxonomy is, therefore, the methodology and principles of systematic botany and zoology and sets up arrangements of the kinds of plants and animals in hierarchies of superior and subordinate groups.

(SOLO) Structure of Observed Learning Outcome Taxonomy
SOLO is a hierarchical taxonomy based on an analysis of the structural characteristics of questions and answers. It identifies characteristics of increasing quantity and quality of thought, and it is critical to note that both surface and deep cognitive processes are needed when mastering school work; it is not the case that Surface is Bad, Deep is Good. It is a cliché, but it is difficult to be deep without

In SOLO taxonomy it shows how does students learning process become progressive, from the first stage to the last stage. For example: The teacher will ask his/her students about the contribution of Shakespeare on the foreign literature, in using SOLO taxonomy that question corresponds to the higher order thinking skills, because the first thing that the teacher should have to ask is, Who is Shakespeare? The next is, What are the literary contribution that Shakespeare made? The idea was still there but the next question that asked was changed and adds more on it, to be able to enhance the knowledge of the students. And it also possesses a over-lapping ideas. The taxonomy consists of two major categories each containing two increasingly complex stages: surface and deep (Surface = Unistructural and Multistructural; Deep=Relational and Extended Abstract) The taxonomy makes it possible, in the course of learning, teaching, or assessing a subject to identify in broad terms the level at which a student is currently operating. In the simplest language the SOLO taxonomy consists of four levels: one idea, multiple ideas, relating the ideas, and extending the ideas: one, many, relates, and

This is not a stage that we want to foster through questioning so we will not pursue it further.
Lower-Order Thinking Skills Lower order thinking is the foundation of skills required to move into higher order thinking. These are skills that are taught very well. In school systems and includes activities like reading and writing. In lower order thinking information does not need to be applied to any real life examples, it only needs to be recalled and slightly understood. If a person only obtains lower order thinking skills they will not be prepared for real life situations such as the labour market.
Higher-Order Thinking Skills It is a concept of education reform based on learning taxonomies (such as Bloom 's Taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits. In Bloom 's taxonomy, for example, skills involving analysis, evaluation and synthesis (creation of new knowledge) are thought to be of a higher order, requiring different learning and teaching methods than the learning of facts and concepts. Higher order thinking involves the learning of complex judgemental skills such as critical thinking and problem solving. Higher order thinking is more difficult to learn or teach but also more valuable because such skills are more likely to be usable in novel