SOLO is a model of learning that helps develop a common understanding of the learning process through five levels of thinking - prestructural, unistructural, multistructural, relational, and extended abstract. The levels represent increasing complexity in a learner's ideas and ability to link them together and think in new ways. Teachers can use SOLO to plan learning outcomes, structure lessons that progress through topics, provide feedback, and put pupils in control of their learning.

1. ‘What is it and how could it help me and my
pupils?’

2. SOLO stands for Structured Overview of
Learning Outcomes.
It is a model of learning that helps to develop a
common understanding and language of learning
that helps teachers and pupils understand the
learning process.

3. The taxonomy helps us to decide what level our
learning and thinking is currently at.
There are 5 levels each represented by a particular
diagram.

4. PRESTRUCTURAL:
Ideas I am not sure
about/that I need help
with

5. UNISTRUCTURAL:
I have one relevant idea
about…

6. MULTISTRUCTURAL:
I have several ideas
about…

7. RELATIONAL:
I have several ideas
about…
I can link them to the big
picture.

8. EXTENDED ABSTRACT:
I have several ideas about…
I can link them to the big
picture.
I can look at these ideas
in a new and different
way.

9. SO DID WE UNDERSTAND ALL OF
THAT?
• To demonstrate our
understanding of SOLO so
far, you are going to be
presented with some
statements about X-Factor
and Liverpool FC.
• You will need to arrange
these statements into the
correct SOLO thinking and
learning levels.

10. So how do we actually use all of this?

11. So how do we actually use all of this?
1. Progress Through A Topic

12. So how do we actually use all of this?
2. Planning Learning Outcomes

14. So how do we actually use all of this?
SOLO Stations

15. So how do we actually use all of this?

17. So how do we actually use all of this?
Feedback - Feedforward

19. Why should you bother?
• Easy model of learning and thinking – evidence
based.
• Put pupils in the ‘driving seat’.
• Less emphasis on task and more on the outcome
(unlike Blooms!).
• Cross-curricular.

20. Next steps?
• Schemes of Work / Link to exams / A-Level essay
writing /

21. #scisolo
#solotaxonomy