SOLO Framework

REPORTERS:
Conner, Jolina
Lomabao, Sittie
Salahid, Maureen
Sistona, Abegail
Velado, Alyanah
What is SOLO?
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.

“SOLO Taxonomy provides a simple and

robust way of describing how learning
outcomes grow in complexity from surface
to deep understanding” (Biggs & Collis 1982)
Five Stages of Solo Taxonomy
Biggs and Collis defined the Structure of the Observed Learning Outcomes
produced by learners on basis of complexity. Their proposed model
explained levels of growing complexity in a learner’s understanding of
performance tasks or subjects.

Pre-structural
Multistructural
Unistructural
Relational Extended Abstract
 STAGE 1:
The learner is simply acquiring bits
of unconnected information. He Pre-Structural Level
does not have any kind of
understanding, uses irrelevant
information and/or misses the
point altogether.

Key Words (Verbs) — Learner

misses the point, Fails, Remains
unsuccessful, Flunks.

Example — To a question like ‘What

do you understand by the term
respiration’ The learner responds;
“Err…..What?” or “I don’t know.”
 STAGE 2:
The learner can deal with one
Uni-Structural Level single relevant aspect of the
subject or task. He is able to make
simple and obvious connections,
but the broader significance of
the information is not understood.

Key Words (Verbs) — Define,

Identify, Name, Draw, Find, Label,
Match, Follow a simple procedure.

Example — To a question like

‘What do you understand by the
term respiration’ The learner
responds; “It releases energy.”
 STAGE 3: The learner can understand several
aspects of the subject or task, but its
Multi-Structural Level relationship to each other and to the
whole remains separated. Ideas and
concepts around a topic are not
connected, rather they are treated
independently.

Key Words (Verbs) — Describe, List,

Outline, Complete, Continue,
Combine, Calculate.

Example — To a question like ‘What

do you understand by the term
respiration’ The learner responds; “It
is a chemical reaction that releases
energy. It uses oxygen and glucose
and releases carbon dioxide.”
The student may understand relations STAGE 4:
between several aspects and how they
might fit together to form a whole. The
learner’s response demonstrates an
Relational Level
understanding of the topic by being able to
join all the parts together.

Key Words (Verbs) — Sequence, Classify,

Compare and Contrast, Explain (cause and
effect), Analyze, Form an analogy, Organize,
Distinguish, Question, Relate, Apply,
Describe.

Example — To a question like ‘What do you

understand by the term respiration’ The
learner responds; “It’s a reaction that
takes place in all body cells. Products of
digestion, such as glucose, are
transported to cells by the blood and
reacted with oxygen to produce carbon
dioxide – which is breathed out. Energy is
released.”
 The learner can make connections not only
STAGE 5: within the given subject field, but also make
connections beyond it. He is able to generalize
Extended Abstract Level structure beyond what was given, may perceive
structure from many different perspectives, and
transfer ideas to new areas.

Key Words (Verbs) — Generalize, Predict,

Evaluate, Reflect, Hypothesis, Theorize, Create,
Prove, Justify, Argue, Compose, Prioritize, Design,
Construct, Perform, Explain, Apply, Analyze.

Example — To a question like ‘What do you

understand by the term respiration’ The learner
responds; “It’s a reaction that takes place in all
body cells. Products of digestion, such as
glucose, are transported to cells by the blood
and reacted with oxygen to produce carbon
dioxide – which is breathed out via the lungs
(using gas exchange and ventilation). As energy
is released, respiration is an example of an
exothermic reaction. The energy that is
released can then be used by the body for
growth of new cells, repair of tissues and
keeping warm.”
Isn’t this a bit like Bloom’s Taxonomy?
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.
 Bloom's Taxonomy Vs Solo Taxonomy
1. Implies that there is an essential
relationship between the
questions asked and their
responses.
2. Differentiates 'knowledge' from
the intellectual processes or
abilities that function on this
'knowledge'.
3. Bloom argues that his taxonomy
does not only relate complexity
but also relates a sequence of
difficulty.
4. Does not accompany criteria for
guessing the results of any activity
1. Both the question and answer
can have a different level.
2. Its core based upon the
processes of understanding
used by the learners when
responding to the prompts.
3. There is no such requirement
of increasing difficulty in
case of the SOLO method.
4. SOLO taxonomy is precisely
useful for guessing the
outcomes

*Both taxonomies along with the Universal Thinking Framework, enable

children to talk about their learning more effectively.
WHY IS IT SO USEFUL?
It supports students to reflect on their own thinking.
It helps teachers to thoughtfully shape learning intentions and
learning experiences.
It makes it easy to identify and use effectives success criteria.
It provides feedback and feedforward with regards to learning
outcomes.
It helps students to reflect meaningfully on what the next steps in
their learning are.
The diagrams provide a simple and easy to remember staged
approach for students, in terms of these next steps.
THANK YOU!