Navigating the Inquiry Continuum: A Comprehensive Guide to Using SOLO Taxonomy and Visible Thinking Routines

Effective teaching demands a delicate balance between guided instruction and open inquiry. It ensures that students receive the necessary support. This approach also nurtures independent thinking and exploration. Educators can use the SOLO Taxonomy and Visible Thinking Routines effectively. This guides students through a transformative journey. It deepens their understanding and enhances critical thinking.

This learning story was developed by Michael Hughes and a team of teachers at Seisen International School, Japan. It demonstrates how they use the structure of observed learning outcomes (SOLO) taxonomy. This structure helps design learning progressions to develop students’ conceptual understanding across units of inquiry. At this school, teachers use the SOLO taxonomy to support students to progress from a shallow to a deeper understanding. The SOLO taxonomy is referenced in the IB PYP Teacher Support Material.

Delving into the SOLO Taxonomy

SOLO, or the Structure of Observed Learning Outcomes, presents a framework that delineates the developmental stages of student understanding. It encompasses five distinct levels:

• Prestructural: At this initial stage, students lack a comprehensive grasp of the subject matter and may exhibit misconceptions or irrelevant responses.
• Unistructural: Students can identify isolated facts or features of the concept, yet they fail to recognize connections or relationships between them.
• Multistructural: Students can identify multiple aspects of the concept but may struggle to organize or integrate them effectively.
• Relational: Students begin to discern patterns and connections between concepts, forming a more comprehensive and interconnected understanding.
• Extended Abstract: Students can apply their understanding to new situations, synthesize information, and draw generalizations, demonstrating a deep and nuanced grasp of the concept.

The inquiry cycle consists of four distinct phases. These are Tuning In, Finding Out, Connecting Ideas, and Going Further. It aligns seamlessly with the SOLO Taxonomy’s progression of learning stages.

• Tuning In, the initial phase of inquiry, corresponds to the Prestructural level, where students begin to grapple with the concept or question under exploration. This phase is characterized by initial impressions, often accompanied by misconceptions or fragmented understanding. Visible Thinking Routines like “What Makes You Say That?” and “Quick Images” encourage students to articulate their initial thoughts and make connections to prior knowledge.
• As students delve deeper into their exploration during Finding Out, they move towards the Unistructural and Multistructural levels. This phase involves gathering information, experimentation, and data collection. Visible Thinking Routines like “Connect-Extend-Challenge” and “Graffiti Walls” facilitate the identification of key concepts, the organization of information, and the development of a preliminary understanding.
• Connecting Ideas, the third phase of inquiry, marks the transition to the Relational level. Here, students synthesize information, identify patterns, and discern relationships between concepts. Visible Thinking Routines like “Circle of Viewpoints” and “Concept Maps” promote the exploration of multiple perspectives, the analysis of connections, and the construction of a more comprehensive understanding.
• Finally, Going Further, the culminating phase of inquiry, aligns with the Extended Abstract level. Students engage in critical reflection, draw generalizations, and apply their understanding to new contexts. Visible Thinking Routines like “Headlines” and “Three-Tiered Thinking” foster the synthesis of information, the articulation of conclusions, and the communication of deep insights.

Teachers can effectively scaffold student learning by pairing the inquiry cycle with the SOLO Taxonomy. This method ensures that their instruction aligns with the developmental stages of understanding. This approach empowers students to progress from initial curiosity and exploration to a deeper, more nuanced grasp of complex concepts.

Harnessing the Power of Visible Thinking Routines

Visible Thinking Routines are structured prompts or activities that encourage students to make their thinking visible, fostering self-reflection and communication. These routines can be effectively employed to scaffold learning across the SOLO Taxonomy levels.

Guiding Inquiry: Fostering Early Understanding

At the Prestructural and Unistructural levels, teachers can guide inquiry by providing clear explanations, examples, and prompts that focus on key concepts and facts. Visible Thinking Routines such as “Connect-Extend-Challenge” and “What Makes You Say That?” effectively assist students in making connections, identifying evidence, and developing their initial understanding.

Nurturing Deeper Understanding: Advancing to Multistructural and Relational Levels

As students progress towards the Multistructural and Relational levels, teachers can gradually shift towards more open-ended exploration and discussion. Visible Thinking Routines like “Circle of Viewpoints” and “Creative Questions” promote diverse perspectives, critical thinking, and deeper analysis.

Empowering Independent Inquiry: Igniting Extended Abstract Thinking

At the Extended Abstract level, students are ready to embrace independent inquiry, formulating questions, seeking information, and making connections across disciplines. Visible Thinking Routines such as “Headlines” and “3-2-1 Bridge” facilitate synthesis of information, drawing conclusions, and communicating understanding in a clear and organized manner.

Navigating the Continuum: A Fluid and Responsive Approach

The transition between guided and open inquiry is not a linear process; it should be fluid and responsive to student needs. As students progress through the SOLO Taxonomy, the teacher’s role evolves from providing direct instruction to facilitating inquiry and providing support as needed.

Teachers can effectively integrate the SOLO Taxonomy and Visible Thinking Routines. This empowers students to embark on a transformative journey of learning. They move from grasping fundamental concepts to developing independent thinking and critical analysis. This approach fosters lifelong learning and equips students with the skills necessary to navigate an increasingly complex world.

Conclusion

The SOLO Taxonomy offers a powerful framework for educators. Visible Thinking Routines complement it to cultivate deeper student learning. These tools provide a framework for understanding learning progression. They offer practical strategies to make thinking visible. With these tools, teachers can guide students from surface-level comprehension to sophisticated critical analysis. Embracing these approaches can transform classrooms into dynamic environments. Students are empowered to become active, engaged, and independent learners. They are well-prepared for the challenges of the 21st century.

For further resources on implementing SOLO Taxonomy and Visible Thinking Routines, including videos, rubrics, and graphic organizers, please visit: https://www.inspiringinquiry.com/learningteaching/toolsstrategies/solo-taxonomy

For IB PYP Specified Concept Question Scaffolds, including factual, conceptual, and debatable questions, please see this Google Doc by Michael Hughes: https://docs.google.com/document/d/1mev9FcE_I_TeGhDEfUlYXNih9y596vPhmf5o2vxcYuA/edit?tab=t.0