SOLOTaxonomy

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.

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5 typical ways to answer a question

PrestructuralI’m not sure about this

subject

UnistructuralI have one idea

about this subject

MultistuctruralI have several

ideas about this subject

RelationalI can link my ideas together to see the

big picture…

Extended abstractI can look at these ideas in a new and

different way.

With SOLO we can…• thoughtfully design learning intentions and learning

experiencesHow 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

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

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?”

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 learning

UnderstandingDeep & surface

learning

Knowledge success criteria

Progress

The language of learningSOLO level VerbsUnistructural define, identify, name. draw, find, label, match,

follow a simple procedureMultistuctural describe, list, outline, complete, continue,

combineRelational sequence, classify, compare & contrast, explain

(cause & effect), analyse, form an analogy, organise, distinguish, question, relate, apply

Extended abstract

generalise, predict, evaluate, reflect, hypothesise, theorise, create, prove, justify, argue, compose, prioritise, design, construct, perform

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

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

Making it visible

Next steps

• http://taitcoles.wordpress.com/

• http://lisajaneashes.edublogs.org/

• http://learningspy.co.uk/

@LearningSpy