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Bloom ’ s and Solo taxonomy By group 7

Blooms and Solo taxonomy

Bloom ’ s and Solo taxonomy By group 7

By group 7

Bloom ’ s and Solo taxonomy By group 7
Bloom ’ s Taxonomy
Bloom ’ s Taxonomy

Blooms Taxonomy

Bloom ’ s Taxonomy

What is it???

Blooms Taxonomy is a chart of ideas

Named after the creator, Benjamin Bloom

is a chart of ideas Named after the creator, Benjamin Bloom A Taxonomy is an arrangement
is a chart of ideas Named after the creator, Benjamin Bloom A Taxonomy is an arrangement

A Taxonomy is an arrangement of ideas or a way to group things together

Blooms Taxonomy

Bloom ’ s Taxonomy You may see the levels organized differently in other charts

You may see the levels organized differently in other charts

The levels of thinking

There are six levels of learning according to Dr. Bloom

The levels build on one another. The six levels all

have to do with thinking.

Level one is the lowest level of thinking of thinking

Level six is the highest level of thinking

Knowledgeof thinking • Level six is the highest level of thinking Comprehension Application Analysis Synthesis Evaluation

Comprehensionthinking of thinking • Level six is the highest level of thinking Knowledge Application Analysis Synthesis

Applicationthinking of thinking • Level six is the highest level of thinking Knowledge Comprehension Analysis Synthesis

Analysisof thinking • Level six is the highest level of thinking Knowledge Comprehension Application Synthesis Evaluation

Synthesisof thinking • Level six is the highest level of thinking Knowledge Comprehension Application Analysis Evaluation

Evaluationof thinking • Level six is the highest level of thinking Knowledge Comprehension Application Analysis Synthesis

Revised

Knowledge- RememberingRevised Application- Applying Analysis- Analyzing Synthesis- Creating Evaluation- Evaluation Recalling

Application- Applying

Analysis- Analyzing

Synthesis- Creating

Evaluation- Evaluation

Analyzing Synthesis- Creating Evaluation- Evaluation Recalling Comprehension- Understanding Understanding Use the

Recalling

Comprehension- Understanding Synthesis- Creating Evaluation- Evaluation Recalling Understanding Use the information Analyze, connect, explain

Evaluation Recalling Comprehension- Understanding Understanding Use the information Analyze, connect, explain

Understanding

Recalling Comprehension- Understanding Understanding Use the information Analyze, connect, explain Use
Recalling Comprehension- Understanding Understanding Use the information Analyze, connect, explain Use

Use the information

Understanding Understanding Use the information Analyze, connect, explain Use information to create new

Analyze, connect, explain

Understanding Use the information Analyze, connect, explain Use information to create new ideas Compare and discriminate

Use information to create new ideas

Compare and discriminate ideas

Summary

Summary • Remembering : Recall or retrieve previous learned information. • Understanding : Comprehending the

Remembering: Recall or retrieve previous learned information.

Understanding: Comprehending the meaning, translation, interpolation, and interpretation of instructions and problems.

Applying: Use a concept in a new situation or unprompted use of an abstraction.

Analyzing: Separates material or concepts into

component parts so that its organizational structure may be understood.

Continuation

Continuation • Evaluating : Make judgments about the value of ideas or materials. • Creating :

Evaluating: Make judgments about the value of ideas or materials.

Creating: Builds a structure or pattern from

diverse elements.

Solo ’ s taxonomy
Solo ’ s taxonomy

Solos taxonomy

Solo ’ s taxonomy

SOLO stands for the Structure of Observed Learning Outcomes. It

was developed by

Biggs and Collis (1982). Biggs describes SOLO

as a framework for understanding. (1999,

p.37)

Solo

Prestructuralas “ a framework for understanding ” . (1999, p.37) Solo Unistructural Multistructural Relational Extended abstract

Unistructuralas “ a framework for understanding ” . (1999, p.37) Solo Prestructural Multistructural Relational Extended abstract

Multistructuralas “ a framework for understanding ” . (1999, p.37) Solo Prestructural Unistructural Relational Extended abstract

Relational“ a framework for understanding ” . (1999, p.37) Solo Prestructural Unistructural Multistructural Extended abstract

Extended abstractSOLO as “ a framework for understanding ” . (1999, p.37) Solo Prestructural Unistructural Multistructural Relational

Solo

Solo Prestructural The student acquires bits of unconnected information that have no organisation and make no
Solo Prestructural The student acquires bits of unconnected information that have no organisation and make no

Prestructural

The student acquires bits of unconnected information that have no organisation and make no sense.

Unistructuralinformation that have no organisation and make no sense. Unistructural and multistructural questions test

that have no organisation and make no sense. Unistructural Unistructural and multistructural questions test

Unistructural and multistructural questions test students’ surface thinking (lower-order thinking skills)

Multistructuralstudents’ surface thinking (lower-order thinking skills) Relational Relational and extended abstract questions test

thinking (lower-order thinking skills) Multistructural Relational Relational and extended abstract questions test

Relationalthinking (lower-order thinking skills) Multistructural Relational and extended abstract questions test deep

Relational and extended abstract questions test deep thinking (higher-order thinking skills)

Extended abstractMultistructural Relational Relational and extended abstract questions test deep thinking (higher-order thinking skills)

Unistructural example

Unistructural example
Unistructural example

Multistructural example

Multistructural example choose to answer this by measuring one side of the arrow and multiplying by
choose to answer this by measuring one side of the arrow and multiplying by 2
choose to answer this
by measuring one side
of the arrow and
multiplying by 2 which
shows relational
thinking.
However the question

Note that a student may

does not require them to do this so we cannot expect them to use this

strategy.

Relational example

Relational example At the school swimming sports four children completed in the fifty metres freestyle heat.

At the school swimming sports four children completed in the fifty metres freestyle heat.

Joe came first with a time of 40.395 seconds.

Mary came second, Sam came third and David came fourth.

In the next heat, Jan finished with a time Joe.

What was her time?

of a second slower than

Note: this is a relational question because students have to

integrate and apply a range of information. They also need to

realise that going slower means adding time.

Extended abstract example

Extended abstract example An answer requires the explicit expression of understanding of a general principle that

An answer requires the explicit expression of understanding of a general principle that applies beyond the specifics of this particular situation. Students need to go beyond the given.

principle that applies beyond the specifics of this particular situation. Students need to ‘ go beyond

Summary

Summary • SOLO is a true hierarchic taxonomy – increasing in quantity and quality of thought

SOLO is a true hierarchic taxonomy

increasing in quantity and quality of thought

SOLO is a powerful tool in differentiating

curriculum and providing cognitive challenge

SOLO allows teachers and learners to ask deeper questions without creating new ones

SOLO is a powerful metacognitive tool