Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
Impig, Sipocot, Camarines Sur 4408
Website: www.cbsua.edu.ph
Email Address: cbsua.sipocot@cbsua.edu.ph
Trunkline: (054) 881-6681
A Semi-Detailed Lesson Plan in Principles
and Strategies in Teaching Mathematics
I.
OBJECTIVES
At the end of the lesson, 85% of the students must be able to:
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II.
SUBJECT MATTER
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III.
Define and determine the purpose of SOLO Taxonomy;
Illustrate the structure of SOLO Taxonomy; and
Apply the concept of SOLO Taxonomy in creating learning outcomes
for Mathematics discussions.
Topic: Writing Learning Outcomes: SOLO Taxonomy
References:
https://www.structural-learning.com/post/what-is-solo-taxonomy
https://www.iitms.co.in/blog/what-is-solo-taxonomy-important-andlevels.html
https://learn.rumie.org/jR/bytes/how-do-i-use-solo-taxonomy-to-helpmy-students-succeed/
https://www.iitms.co.in/blog/what-is-solo-taxonomy-important-andlevels.html
Instructional Materials: PowerPoint Presentation
Strategies: 4As Approach
PROCEDURE
PREPARATION
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Prayer
Greetings
Checking of attendance
Recapitulation of the previous activity
MOTIVATION
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Activity title: All of these words…
Instructions:
Students must guess the word defined by the facilitator using the first
letter clue.
Failing to guess correctly will result in a punishment: sing a song with a
tune similar to “pabasa o pasyon.”
IV.
LESSON PROPER
ACTIVITY
Directions: Re-arrange the jumbled letters using the pictures on the right corner
to form words that are essential to the topic today. You will be given 15 seconds
for each words. Goodluck!
1. EPR LACTRUSRUT
2. NUI TRURUCALTS
3. UTLIM TACLURURTS
4. LIONTEARLA
5. EDXDTENE CARTBAST
ANALYSIS
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Facilitate a whole-class discussion about the activity.
Address common misconceptions and highlight correct approaches.
Use questioning to uncover students' reasoning.
ABSTRACTION
History of SOLO Taxonomy
For the longest time, institutes relied upon the traditional way of teaching
and normalized rote learning that never helped students intrinsically. Therefore,
educators and scholars needed to implement changes that could help to
transform the backdated education system. By recognizing the major problems
that students face and taking into account the institute’s shortcomings, they
came up with unique strategies.
Part of their efforts was also concentrated on introducing a curriculum
that was in sync with new pedagogy. But, most importantly, facilitating a
learning and teaching system that encourages productive habits and instills
self-learning practices became the need of the hour.
Strategic frameworks for learning and teaching methods became a
guiding light for students and teachers alike. Consequently, Bloom’s taxonomy
turned out to be one of the primary models that teachers and institutes
depended upon, as it provided easy-to-comprehend learning objectives. Still,
there is always room for improving the techniques and developing ways to help
the education system fit students’ requirements.
That is exactly what SOLO taxonomy does; it provides an alternative system
to assess and evaluate the students’ comprehension of learning.
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SOLO (Structure of Observed Learning Outcomes) offers a structured
outline for the learners to use to build their learning and thinking. It
motivates students to ponder where they are presently in terms of their
level of understanding, and what they must do to progress.
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It was developed by John Biggs and Kevin Collis in 1982, two
educational researchers who were interested in creating a framework
that could help teachers design learning experiences that are aligned
with the specific level of understanding.
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This taxonomy became an alternative to Bloom’s Taxonomy, which
permeated educational systems since the mid-20th century.
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Solo Taxonomy is a systematic way that describes how learners'
understanding build from easy to difficult while learning different tasks or
subjects.
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SOLO Taxonomy is often used in conjunction with the concept of
constructive alignment, which is the idea that learning outcomes,
teaching activities, and assessment tasks should all be aligned with one
another.
Purpose of SOLO Taxonomy
The taxonomy can be used:
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To increase the quality and complexity of thought by integrating relevant
activities and innovative lesson deliveries in sync with the content.
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To establish learning objectives to provide students with clear and
concise directives for achieving academic goals.
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To create assessment criteria that eventually guides students to prepare
for exams and conduct tests as per standardized methods.
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To create and evaluate learning programs that would serve to boost selfconfidence and motivation within students and ultimately help to achieve
learning outcomes.
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It allows teachers to identify where students are in their learning journey
and determine what steps need to be taken to move them to a deeper
level of understanding.
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Enable students to demonstrate their understanding at the conceptual
level.
The five hierarchical levels of SOLO Taxonomy
1. Pre-structural Level
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Pre-structural is no understanding demonstrated.
This is when you don't know anything about a
topic, when you are just starting out.
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This is the initial stage, also known as the
incompetent stage, where the learner does not
know about the task or subject. At this particular stage, the student gets
unconnected information, which makes no sense or organization.
Therefore, the student is unable to understand the information and does
not demonstrate any understanding either.
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Students at the re-structural level might say:
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“I don't understand.”
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“What am I supposed to do?”
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“I've never heard of this before.”
2. Unistructural Level
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Uni-structural focuses on one conceptual issue
in an indicated complex case. This is when you
know one thing about a topic.
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At this stage, the learner gets to know just a
single relevant aspect of a task or subject; the
student gets a basic understanding of a concept
or task. Therefore, a student is able to make easy and apparent
connections, but he or she does not have any idea how significant that
information be or not. In addition, the students’ response indicates a
concrete understanding of the task, but it focuses on only one relevant
aspect.
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Students at the unistructural level might say:
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“I have one idea.”
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“I can define a term.”
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“I can do a simple procedure.”
3. Multi-structural Level
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Multi-structural
indicates
understanding
of
boundaries but not of systems. This is when
you know lots of things about a topic but you
can't yet connect them together.
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At this stage, students gain an understanding of
numerous
relevant
independent
aspects.
Despite understanding the relationship between different aspects, its
relationship to the whole remains unclear. Suppose the teacher is
teaching about several topics and ideas, the students can make varied
connections, but they fail to understand the significance of the whole.
The students’ responses are based on relevant aspects, but their
responses are handled independently.
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Students at the multi-structural level might say:
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“I have lots of ideas about this topic!”
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“I can describe some of my ideas.”
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“I don't understand how these ideas connect.”
4. Relational Level
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Relational understanding of several components
which are integrated conceptually. This is when
you understand how different bits of the topic
connect together. You understand the topic, and
you can see things as a coherent whole.it makes
sense.
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This stage relates to aspects of knowledge
combining to form a structure. By this stage, the student is able to
understand the importance of different parts in relation to the whole.
They are able to connect concepts and ideas, so it provides a coherent
knowledge of the whole thing. Moreover, the students' response
indicates an understanding of the task by combining all the parts, and
they can demonstrate how each part contributes to the whole.
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Students at the relational level might say:
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“I know how these ideas connect.”
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“I can apply what I have learned.”
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“I can explain WHY this happens.”
5. Extended Abstract Level
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Extended Abstract I can generalize to a now
area. This is when you ne ally understand the
topic and you can go beyond the basics You
can connect It to other topics evaluate it, and
also to create new things as well
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By this level, students are able to make
connections within the provided task, and
they also create connections beyond that.
They develop the ability to transfer and generalize the concepts and
principles from one subject area into a particular domain. Therefore, the
students’ response indicates that they can conceptualize beyond the
level of what has been taught. They are able to propose new concepts
and ideas depending on their understanding of the task or subject taught.
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Students at the extended abstract level might say:
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“I can use what I learned and apply it to something else.”
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“I can make predictions based on what I learned.”
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“I can evaluate something based on what I learned.”
Sample Verbs indicating Levels
of Understanding
1. Pre-structural – Failed, unsuccessful, flunked, Learner missed the point
2. Unistructural – List, Name, Memorize, Define, Identify, Do a simple
procedure
3. Multi-structural – Classify, Describe, List, Report, Discuss, Illustrate,
Select, Narrate, Compute, Sequence, Outline
4. Relational – Apply, Integrate, Analyze, Explain, Predict, Conclude,
Summarize, Review, Argue, Transfer, Make a plan
5. Extended Abstract – Theorize, Hypothesize, Generalize, Reflect,
Generate, Create, Compose, Invent, Originate
Verbs and phrases to avoid:
Accept
Appreciate
Apprehend
Be aware of
Be familiar with
Comprehend
Get
Grasp
Value
Have a knowledge of
Know
Learn
Perceive
See
Understand
Classifying Learning Outcomes using SOLO Taxonomy
1. Identify the Learning Outcomes
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Start by clearly defining the specific learning outcomes you want
students to achieve. These outcomes should reflect what students
should know, understand, or be able to do by the end of the learning
experience.
2. Determine the level of understanding
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Assess the depth of understanding required for each learning outcome.
Consider the complexity of thinking and the extent to which students
must connect and apply knowledge.
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When determining the depth of understanding to assign a learning
outcome, refer to the following list of verbs that relate to each level.
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The pre-structural level represents a lack of understanding of anything
to do with a topic. Because of this, learning outcomes aren't typically
assigned to this level of understanding according to SOLO.
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However, as a teacher, you can start with “the first stepping stone” and
assign simple, lower-order outcomes such as “identify, memorize, and
recall.”
3. Match with SOLO Taxonomy Levels
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Assign each learning outcome to the appropriate level of the SOLO
taxonomy.
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Here's an example of learning objectives from a grade 9 math unit on
the topic of “Trigonometric Functions” categorized using the SOLO
taxonomy:
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Unistructural — Students will be able to identify and define the
three basic trigonometric functions.
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Multi-structural — Students will be able to draw triangles
illustrating the three basic trigonometric ratios.
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Relational — Students will be able to analyze how each
trigonometric ratio is used in finding the unknown side and degree
measurements of a right triangle.
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Extended/Abstract — Students will be able to solve real-world
problems involving trigonometric ratios, and reflect how it
functions based on their understanding of each concept.
How can SOLO Taxonomy be used to
support student learning?
Once you've classified the learning outcomes, you can focus on the most
important part: improving student learning. After assessing students' thinking to
determine their base levels of understanding, you can use the SOLO Taxonomy
in a variety of ways:
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Use the taxonomy to create rubrics and assessment criteria that
reflect the desired level of understanding.
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Use the taxonomy to create a common language to discuss
learning outcomes and progression with your students.
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Based on the targeted level, employ specific learning approaches
(e.g., explicit teaching, group work, problem-solving, reflective
discussions, and inquiry) that help students meet those specific
learning objectives.
Advantages and Disadvantages
of Bigg’s Model
Advantages of the SOLO Taxonomy include:
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Educators can use the verbs from the taxonomy to create learning
outcomes. Unlike Bloom’s taxonomy, the verbs in the SOLO taxonomy
are all observable, making them ideal for assessments.
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It provides a framework for creating progressive curricula that gradually
increase in difficulty level.
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It provides a framework for thinking about what you want your students
to know and at what stage.
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It helps you think through what grade you will give a student by explicitly
outlining how to identify depth of understanding.
Disadvantages include:
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The model doesn’t take into account difficulty of topics themselves.
Some topics (such as brain surgery!) require extreme difficulty to reach
levels 3 or 4 of the taxonomy. Other topics may be easy to understand,
manipulate and theorize at level 5 of the taxonomy (extended abstract
level). So, even very difficult postgraduate level curricula may require
lower-order verbs within their learning outcomes.
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The model assumes courses should contain learning outcomes and
places high value on assessment. Some educators may believe that
assessment and learning outcomes stifle creativity and student-led
learning and are therefore inappropriate.
Take action
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Classifying learning outcomes with SOLO taxonomy will guide you in
planning lessons, designing assessments, and selecting effective
teaching methods. It ensures student progression, support, and a
deeper understanding of concepts in a structured learning experience.
APPLICATION
You are about to teach students in a Mathematics class the next day but
you have not prepared a lesson plan yet for the topic Pythagorean Theorem.
Now, create effective learning outcomes observing the levels of Biggs and
Collis’ SOLO Taxonomy.
V.
EVALUATION
QUIZ:
Direction: Read and understand each question below, and write the best
answer in a one-fourth sheet of paper.
I.
IDENTIFICATION
1. What does SOLO stand for in SOLO Taxonomy?
2. Who developed the SOLO Taxonomy?
3. Which level of SOLO Taxonomy indicates no understanding
demonstrated?
4. At which level of SOLO Taxonomy does a student understand how
different bits of a topic connect together?
II.
MULTIPLE CHOICE
5. What is the main purpose of SOLO Taxonomy?
a. To assess students' comprehension of learning
b. To categorize learning outcomes into different levels
c. To promote self-learning practices
d. To replace Bloom's Taxonomy in educational systems
III.
TRUE OR FALSE
6. SOLO Taxonomy is an alternative to Bloom's Taxonomy.
7. The Pre-structural level of SOLO Taxonomy indicates a basic
understanding of a concept or task.
8. At the Multi-structural level of SOLO Taxonomy, students can make
connections between different aspects but fail to understand the
significance of the whole.
9. Relational Level in SOLO Taxonomy involves understanding the
relationship between different parts in relation to the whole.
10. The Extended Abstract level of SOLO Taxonomy indicates the
highest level of understanding, where students can generalize and
create new things.
KEY TO CORRECTION
ACTIVITY
1. c
2. b
3. c
4. d
5. a
APPLICATION
▪ Answers may vary
EVALUATION
1. Structure of Observed Learning Outcomes
2. John Biggs and Kevin Collis
3. Pre-structural Level
4. Relational Level
5. C
6. TRUE
7. FALSE
8. TRUE
9. TRUE
10. TRUE