1. Sandhurst Primary
Curriculum Leaders
September 2011

2. Inquiry Learning -
where are we at?
• Form teams of 3
• Each person takes the
hot seat to share a
narrative of what’s
happening?
• Listeners determine
warm and cool feedback
• Bundle the feedback
• Share trends using wiki

4. Introduction to the
SOLO Taxonomy
Presented to the Visible Learning Master Class 2010 by
John Hattie

5. SOLO - Biggs & Collis
Structure of
Observed
Learning
Outcomes

6. Moving from Surface to Deep
Understanding

9. Unistructural
- one idea
From pre - structural to unistructural:
Curriculum is needed to help students ‘join the game’ with
its new rules and different way of conceptualising reality.
Unistructural
Contains one obvious piece of information. An answer is
based on only one relevant aspect of the presented evidence.
What is a king? A king lives in a palace.

10. Multistructural
- many ideas
Multistructural
The student's response focuses on several relevant
aspects but they are treated independently and
additively. Assessment of this level is primarily
quantitative.
‘What is a king?’ - Provide at least 2 explanations
A king is very important and rich and a famous man
from a royal family.

11. Relational
- relating ideas
Relational
The different aspects have become integrated into a
coherent whole. This level is what is normally meant
by an adequate understanding of some topic.
What is the role of a king? A king is a ruler of a
country

12. Extended Abstract
- extending ideas
Extended abstract
The previous integrated whole may be
conceptualised at a higher level of abstraction and
generalised to a new topic or area.
Provide an explanation of the notion of a King.
A king is a male sovereign ruler of an independent
state.

13. We can be more imaginative about what we know
most than we can be about things with which we a re
less familiar.
Kieran Egan - Learning in Depth 2010

14. SOLO - analyses the
structure of responses
SURFACE - increase in
quantity
one idea - many ideas
DEEP - change of quality
relating ideas - extending
ideas
Photo on Flickr shared byYana Oblap

15. Surface and Deep
80% of all teacher questioning can be
answered with surface knowledge
Your art relates to the appropriate balance
of surface to deep depending on your
objectives for any assessment.

16. SOLO and Inquiry
• SOLO and Inquiry

17. Finding Out
• Visible Learning - pp 25-29
• Visible Learning Master Class Slides
• Cognitive Processes in asTTle: SOLO Taxonomy -
article - see wiki
• Hooked on Thinking wiki - link in wiki
• YOUTUBE - search SOLO Taxonomy

18. Sorting Out & Taking
Action
• With a team of 3
compare your ideas
about how the SOLO
taxonomy can enhance
our understanding of
inquiry based learning.
• Present in a visual
format the connections
between SOLO and
Inquiry Learning.

19. Analysing student work
• With your team analyse
some student work
samples and determine
at what level of the
SOLO taxonomy the
students are
demonstrating
understanding.
• Build a taxonomy.
Photo taken from Flickr - bcwright

20. Authentic Learning
opportunities
• See wiki for updates of
authentic learning
opportunities
• Follow @luciluq
• Follow @mackas_ict
• Ispy community