The Heart of Deep Learning- Understanding Structure of Knowledge (SOK) and Structure of Process (SOP)

 When I first started exploring concept-based learning, one question kept coming back to me:

“Should I focus on what my students need to understand, or what they need to do?”

It sounded simple enough — until I realised that the answer lay in two deceptively simple but powerful frameworks: Structure of Knowledge (SOK) and Structure of Process (SOP).

I first encountered these during my Concept-Based Curriculum and Instruction (CBCI) training with Rachel French and her team from Professional Learning International, and they completely changed the way I approached lesson planning. Recently, with the updates in the IB subject continuum, I have noticed something exciting — a stronger, more intentional focus on SOP. What was once implicit is now a clear expectation: that students not only understand deeply but also act meaningfully.

That dual focus — thinking and doing — is, to me, the true heart of a future-ready education.

 What SOK (Structure of Knowledge) Taught Me

SOK helps students see the world through concepts, not just facts. It is the shift from memorising to making meaning.

When I started using SOK in my planning, I noticed how students began to spot patterns and connections across subjects. They were no longer learning about things; they were learning through them.

Here is the core flow I use to plan with SOK:

• Facts: The basic knowledge (e.g., Frogs lay eggs)

• Concepts: The ideas behind the facts (e.g., Life cycle, Growth)

• Generalizations: Transferable understandings (e.g., All living things go through patterns of change)

I reach for SOK when I want students to:

• Build conceptual understanding

• Explore relationships and patterns

• Make connections that transfer beyond one unit or subject

SOK in action — snapshots from Grade 1 – 5 classrooms:

• Grade 1 (Science):
  Facts: Plants need sunlight and water
  Concepts: Growth, Dependency
  Generalization: “Living things depend on external conditions to grow.”

• Grade 3 (Social Studies):
  Facts: Different communities have different rules
  Concepts: Responsibility, Governance
  Generalization: “Rules are created to maintain order in communities.”

• Grade 5 (English):
  Facts: A character changes after a major event
  Concepts: Perspective, change
  Generalization: “People’s actions are influenced by their experiences.”

Each time I use SOK, I see students move from knowing to understanding. It is like watching a light switch on.

Then Came SOP (Structure of Process)

If SOK is about what we understand, SOP is about what we do with that understanding.

SOP helps students learn the “how” — the thinking strategies, the processes, the performances that turn ideas into action.

SOP’s core flow:

• Skills: Basic actions (Listening, Measuring, Drafting)

• Strategies: Ways of thinking or doing (Inferring, Predicting, Comparing)

• Processes: The sequence of steps (Writing process, Inquiry cycle)

• Performance: The final demonstration (Delivering a speech, Conducting an experiment)

Just like SOK, SOP has its own concepts and generalizations — only this time, they are about how learning happens.

Some sample SOP generalizations include:

• “Effective communication requires planning, clarity, and audience awareness.”

• “Revision enhances the quality of a final product.”

• “Collaboration involves listening, negotiating, and adapting.”

I turn to SOP when I want students to:

• Develop and apply skills

• Engage in authentic performances

• Understand how to approach tasks strategically

SOP in action — examples from practice:

• Grade 2 (Math):
  Skill: Counting accurately
  Strategy: Grouping in 10s
  Process: Solving multi-step problems
  Generalization: “Strategic grouping supports accuracy and efficiency.”

• Grade 4 (Science):
  Skill: Measuring using tools
  Process: Recording and analysing data
  Generalization: “Scientific inquiry relies on systematic observation and analysis.”

• Grade 6 (English):
  Skill: Drafting and revising writing
  Strategy: Planning before writing
  Process: Composing a persuasive essay
  Generalization: “Effective writing is the result of intentional planning, drafting, and refinement.”

SOP made me realise that skills do not develop by chance — they develop through structured, visible practice.

 When to Use SOK vs. SOP

Use SOK when…			Use SOP when…
You want students to understand big ideas			You want them to perform or apply skills
The goal is conceptual transfer			The goal is performance or product
You are teaching content-rich topics			You are guiding an inquiry or process
You want deep connections and reflection			You want practice, refinement, and demonstration

 A Common Trap: Mixing Them Without Realising

I have made this mistake more than once. For example, expecting students to develop a conceptual understanding of “voice” while also learning the mechanics of the writing process — all in one lesson.

What I have learned instead:

• Teach the process first (SOP): Drafting, revising, editing.

• Then explore the concept (SOK): How voice and tone shape meaning.
  When I separate them clearly, students own both the process and the understanding.

The same applies in science:
Let SOP guide the experiment (planning, testing, recording) and then use SOK to unpack the why behind the results.

This small shift brings huge clarity — in learning goals, in assessment, and most importantly, in student understanding.

Keeping Them Distinct Yet Connected

Over time, I have found three strategies that help me balance both:

1. Plan with clarity: Ask, “Is this lesson about understanding or about doing?”

2. Assess separately: Conceptual prompts for SOK; skill rubrics for SOP.

3. Integrate intentionally: Start with one and bridge to the other.

For example:

• SOK first: Understand how organisms interact → then SOP: Research and present a case study.

• SOP first: Learn how to conduct interviews → then SOK: Analyse the power of voice in storytelling.

 

Final Reflection

Understanding SOK and SOP has reshaped the way I think about teaching. It is no longer a tug-of-war between thinking and doing — it is a partnership.

When I plan with this clarity, students do not just learn facts or steps. They learn how to think, how to act, and how to connect the two.

So, if you are planning your next unit, try this:
Design one lesson purely through a SOK lens, and another through a SOP lens. Watch how your students engage differently — and how your teaching gains new depth.

Because deep learning is not about choosing between apples and oranges.
It is about serving a balanced, conceptual meal — one that nourishes both the mind and the skill.

Blog By

Ms.Tannu Jain

Concept Based Instruction Trainer 

Tips Learning and Research Institute (TLRI)