Cognitive for instance has been the focus of primary education as it structures the learning objectives. I did my comparative experimental research on these both taxonomies. Teacher Clarity (d=0.75, 8th), These Statistics Means Teacher Clarity is One of the Most Effective Ways to Improve Achievement. Versions of the tables with Bloom versus #SOLO Taxonomies are here: If you would like to read about some other “When Harry Met Sally” type posts there are: Essential Resources: (there are Australia, New Zealand and Rest of the World websites for Essential Resources as well) publishes some fantastic resources – “SOLO Taxonomy & Making Meaning” are a set of three literacy based books, two books that introduce “SOLO Taxonomy: A Guide for Schools” are two books that give you a great introduction to SOLO and finally one titled “Using SOLO as a Framework for Teaching” are all worthwhile. * Hawthorne. If I do introduce them to pupils and I feel they have been beneficial then I my look to push it whole school. If I introduce them to pupils and I feel it has a positive impact and the time taken to “coach” them through their use is not too large I would then look to launch whole school. Bloom’s Taxonomy was revised in 2000. Originally, the knowledge dimensions consisted of factual, conceptual and procedural knowledge. Uni-structural – one relevant aspect It may seem provocative but I think you will get to a stronger place by dropping Blooms from the conversation. Hattie suggests that teachers can use: Psychomotor: manual or physical skills (skills) Since the work was produced by higher education, the words tend to be a little bigger than we normally use. Affective: growth in feelings or emotional areas (attitude or self) 3. One Idea – equivalent to the uni-structural level However, one aspect I want to look at in detail is setting appropriate yet challenging success criteria for lessons. Put simply students achieve more when they know where they are supposed to be going and what it looks like when the get there! No Idea – equivalent to the pre-structural level. The SOLO Taxonomy is divided into a number of levels. Thank you for a thought provoking and enjoyable read. A Brief History Of Bloom’s Taxonomy Revisions. These advantages concern not only item construction and scoring, but incorporate features of the process of evaluation that pay attention to how students learn, and how teachers devise instructional procedures to help students use progressively more complex cognitive … You’ve loads of great ideas – choose one or two and really focus on implementing them, then move onto others. They both approach the learning process from relatively different stands:Bloom's taxonomy seem to emphasize the categorization of tasks in a way that corresponds with students thinking levels ( e,g knowing, understanding, applying, analyzing, synthesizing, and evaluating). | unscholarly thoughts on teaching and learning, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, CLT 2.0 – The Teacher Scaffolding Effects, The Impact of Accountability on Responsibility, First, you have to be clear in your own mind what excellence looks like, Secondly, you have to communicate this with absolute clarity. Remember the bloom of youth. In preparing your table of specification from your course outline, some lecturers use Bloom’s taxonomy while other use that of Solo. Accurate assessment therefore lies at the heart of outstanding practice. You can see an example of this kind of thinking on the HookED wiki here 4:23. This issue of Teacher Clarity will be increasingly important for us as we looked to come to terms with the new National Curriculum at Key Stage 3 and new programmes of study for the revised GCSEs for English & English Literature and Mathematics with others to be released at some point in the future. In summary, success criteria need to be: We must not be complicit in this with low level undemanding success criteria. SOLO Taxonomy, but in a pyramid, so it looks a bit like Bloom’s! “It is critical to note that the claim is not that surface knowledge is necessarily bad and that deep knowledge is essentially good. Bloom’s Taxonomy has been used for several decades to develop learning and teaching strategies. One very honest member of staff admitted to not being very clear about success criteria or the writing of them so we started looking at his success criteria as a group. The standard list that I was given during teacher training consisted of: Did you know it was revised in 2000 or that it consisted of a set of four knowledge dimensions? Using the SOLO method, it is relatively easy to construct items to assess such abstractions. This is where I can demonstrate (with the help of your posts) how valuable solo can be in setting and sharing success criteria. 1956): 1. Now I know what I need to do to get an A* – success as defined by the initial and revised criteria are very different. Learn how your comment data is processed. Knowledge – “involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.” I was not going to discuss solo because in the time frame (and because I want to discuss other things) I wouldn’t do it justice and staff would not be as receptive to it. Bloom's and SOLO Taxonomy. He was a Maths teacher and wrote down a pretty good learning intention and success criteria. Bloom's definition is CREATE: produce a new or original work through Generating, Planning, and Producing. Bloom Owl makes meaningful toys, decor, and keepsakes for kids. I think the argument for SOLO over Bloom’s as a model for use in schools is compelling – I have started teasing it out for you here I will admit to spending a number of years involved in gifted education and in providing and designing thinking skills programmes – so I *was* heavily invested in Blooms in the past – now I see it as an unnecessary complication and in this case an unnecessary distraction from the good thinking you are doing around making learning intentions visible and challenging – and one without any evidence base. “There are four critical parts in planning that we need to consider up front: the levels of performance of the students at the start (prior achievement), the desired levels at the end of the series of lessons, or term, or year (targeted learning), and the rate of progress from the start to the end of the series of lessons (progression). 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