Bloom’s and Solo taxonomy

By group 7

Bloom’s Taxonomy

What is it???

• Bloom’s Taxonomy is a chart of ideas

Named after

the creator,

Benjamin

Bloom

A Taxonomy is an

arrangement of

ideas

or a way to

group things

together

Bloom’s Taxonomy

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

Knowledge

Comprehension

Application

Analysis

Synthesis

Evaluation

Revised Knowledge- Remembering

Comprehension- Understanding

Application- Applying

Analysis- Analyzing

Synthesis- Creating

Evaluation- Evaluation

Recalling

Understanding

Use the information

Analyze, connect, explain

Use information to create new ideas

Compare and discriminate ideas

Summary

• 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

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

• Creating: Builds a structure or pattern from diverse elements.

Solo’s taxonomy

Solo

• 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)

Prestructural

Unistructural

Multistructural

Relational

Extended abstract

Solo

Prestructural

Unistructural

Multistructural

Relational

Extended abstract

The student acquires bits of unconnected information that have no organisation

and make no sense.

Unistructural and multistructural

questions test students’

surface thinking

(lower-order thinking skills)

Relational and extended abstract

questions test deep thinking

(higher-order thinking skills)

Unistructural example

Multistructural example

Note that a student may

choose to answer this

by measuring one side

of the arrow and

multiplying by 2 which

shows relational

thinking.

However the question

does not require them

to do this so we cannot

expect them to use this

strategy.

Relational example

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 of a second slower than Joe.

What was her time? ____________

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

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’.

Summary

•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