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Bloom's Digital Taxonomy
Bloom's - Remembering
Bloom's - Understanding
Bloom's - Applying
Bloom's - Analysing
Bloom's - Evaluating
Bloom's - Creating
Bloom's Taxonomy and Digital Approaches
Bloom's and the Three Storey Intellect
Bloom's, Learning styles and Graphical Organisers
Rubrics - Bloom's Digital Taxonomy
Bloom's and Assessment
Bloom's Analysis Tools
Digital Citizen - AUA
Digital Citizen Analysis Tool
Digital citizenship and BYOD
Compare 20th & 21st C education
Welcome to the 21st Century
21st Century Teacher
21st Century Learning Space
Facilitating 21st Century Learning
21st Century Assessment
21st Century Pedagogy
Neomillennial Learning styles
Understanding Digital Children
Conscious Competence Model
Tech Audit Tool
Traditional practice and digital approaches
ICT and Learning Style
Multiple Intelligences and ICT
ICT and the Visual Learner
ICT and the Auditory Learner
ICT and the Read/Write Learner
ICT and the Kinesthetic Learner
Learning Style scenarios
Ed = MC3
Comic creation tools
Web 2.0 tools
Web 2.0 Office tools
Web2.0 PD Resources
Virtual Field trips Using Web 2.0
Feedjit Live Blog Stats
Table of Contents
Prestructural – Lower Order
has been sitting on my to do list for a while.
during his presentation at
reminded me and I took a little time to have a play with it.
SOLO stands for Structure of Observed Learning Outcomes
. It was developed in 1982 by
John B. Biggs
and Kelvin Collis
It is essentially a hierarchy which has 5 stages or levels that attempts to assess the students learning based on the quality of their work. Like Bloom’s taxonomy it looks and structures many of the key verbs used in assessment into different levels.
Prestructural – Lower Order
Students acquires unconnected information. The information is not organised amd makes no sense
Simple connections are created between ideas. Connections are obvious
– Keywords: Identify, Name
More connections are being created, but lacks the meta-connections between them.
Keywords: combine, describe, list, order
Student sees the significance of the various pieces of information and can develop relationships between them.
Keywords: Analyse, apply, argue, debate, compare, contrast, check, judge, critique, explain, moderate, relate, integrate, justify
Can make connections beyond the problem, Can generalise and apply to new situation, Can transfer learning and make links between subject areas.
Keyword: Reflect, evaluate, create, hypothesis, design, invent, conceptualise, theorise, project, abstract
We want to have our students working at the highest levels of extended abstract. Where they can make relationships that stretch be beyond the bounds of the discipline or subject area and can be applied in a variety of situations.
Solo Taxonomy shares similarities with the Modified Daggett’s Application Model, where the higher levels of learning are achieved when learning is applied in real world unpredictable situations, rather than just applying it to studies within a single unit of learning.
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