A basic introduction to the SOLO taxonomy

1. SOLO
Taxonomy

2. What is it?
SOLO (Structure of Observed
Learning Outcomes) is a model of
learning that helps develop a
common understanding
&language of learning that helps
teachers (and students)
understand the learning process.

3. Volunteers!

4. 5 typical ways to answer a question
Unistructural
I have one idea
about this
subject
Prestructural Multistuctrural
I’m not sure I have several
about this ideas about this
subject subject
Extended abstract Relational
I can look at these I can link my ideas
ideas in a new and together to see
different way. the big picture…

5. With SOLO we can…
• thoughtfully design learning intentions and learning
experiences
How can sentence structure make your
writing interesting?
What are the effects of varying
sentence structures?
What do you know
about sentences?
To understand the purpose of varying sentence structure

6. With SOLO we can…
• identify and use success criteria which enable
students to make meaningful progress
To understand how power is presented in Macbeth
• I know several things about power in Macbeth
• I can find connections between the things I know
• I can suggest reasons why Shakespeare might have
made these choices

7. With SOLO we can…
• provide feedback and feed forward on
learning outcomes which is simple to
understand and straightforward to act on.
Feedback: “How have you demonstrated that your
knowledge is multistructural?”
Feed forward: “What do you need to do to make it
relational?”

8. With SOLO we can…
• reflect meaningfully on what to do next
“OK, so my work isn’t relational yet. How can I
connect what I know?”
Language of
Progress
learning
Deep &
Understanding surface
learning
success
Knowledge
criteria

9. The language of learning
SOLO level Verbs
Unistructural define, identify, name. draw, find, label, match,
follow a simple procedure
Multistuctural describe, list, outline, complete, continue,
combine
Relational sequence, classify, compare & contrast, explain
(cause & effect), analyse, form an analogy,
organise, distinguish, question, relate, apply
Extended generalise, predict, evaluate, reflect,
abstract hypothesise, theorise, create, prove, justify,
argue, compose, prioritise, design, construct,
perform

10. SOLO vs Bloom’s
• SOLO is based upon a theory about teaching
and learning rather than a theory about
knowledge, (Hattie and Brown, 2004)
• Bloom’s is good for teachers: planning,
questioning & checking learning
• But not great for students:
I’ve done applying sir, can I move on to
analysis now?
• Progress is not implicit with Bloom’s

11. SOLO is better because:
• It’s a formative tool – provides useful feedback
and makes next steps clear
• It’s a useful assessment tool – clear links with
mark schemes
• It focuses on progress
• It describes the learning outcome

12. Making it visible

13. Next steps
• http://taitcoles.wordpress.com
/
• http://lisajaneashes.edublogs.o
rg/
• http://learningspy.co.uk/
@LearningSpy