Untitled. 4/1/2008 By: Andrew Churches from Educators' eZine Introduction and Background: Bloom's Taxonomy In the 1950's Benjamin Bloom developed his taxonomy of cognitive objectives, Bloom's Taxonomy. This categorized and ordered thinking skills and objectives. His taxonomy follows the thinking process. You can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them. Bloom's Revised Taxonomy In the 1990's, a former student of Bloom, Lorin Anderson, revised Bloom's Taxonomy and published this- Bloom's Revised Taxonomy in 2001.Key to this is the use of verbs rather than nouns for each of the categories and a rearrangement of the sequence within the taxonomy. Bloom's Revised Taxonomy Sub Categories Each of the categories or taxonomic elements has a number of key verbs associated with it Lower Order Thinking Skills (LOTS) Higher Order Thinking Skills (HOTS) Bloom's digital taxonomy map Remembering Understanding Applying Creating.
Teaching SOLO taxonomy through SOLO taxonomy. When I first started this blog, I was always quite keen to stay away from writing 'How to guides' or give detailed theoretical explanations of particular aspect of learning & teaching. Mainly because there are so many amazing educators out there who have already explained it and probably in a much better way than I ever will. I also like to 'tinker' with ideas and normally what I deliver in my teaching is an adapted version, usually pitched to the students that I learn with. But, I feel I am about to buck the trend and go against my initial aims. I am about to join the dark side! I first read about SOLO in 2009 but at the particular point I wasn't ready in my theory teaching to implement it. As a PE teacher, trained primarily in practical learning, I wanted something simple to develop my classroom practice.
So now, back in 2012, I seem to have caught the SOLO bug and went on a big secret trial with my Year 10 & 11 GCSE PE theory groups. In my head this works, in practice who knows. The video: Teaching SOLO taxonomy through SOLO taxonomy. I have recently run a successful SOLO taxonomy to staff. Full details including the presentation are here. The idea of the session was to introduce SOLO taxonomy to staff. For many, this is the first time that they had ever heard or seen SOLO taxonomy. I therefore needed to ensure that in the time I had, I got the main features of the taxonomy over and explained some of the key principles. I would need to keep much of the theoretical element quite simple in an effort to not overload staff. I would also have to pick out the key features which would have the most impact for staff.
The idea is to get the imagination running and then direct colleagues to further reading (in the form of books, blogs and websites). In no way is this the full explanation. Section 1a - Introduction to SOLO Taxonomy (the longer version) Section 1b - Introduction to SOLO Taxonomy (the shorter version) Section 2 - PE and Music examples of SOLO in use (@davidfawcett27 and @riches50)
SOLO Taxonomy. Planning a project: Now this is a post that has been brewing since the London Olympics but has taken some time to compose. To set the scene and give a bit of background to this post, imagine back to the brilliant summer that we have just had in 2012. We were privileged to be a nation that watched one of the greatest spectacles that I have had the pleasure to see. We were immersed with stories of determination, commitment, motivation, bravery, hard work, fair play.... and blessed to see role models and stories that inspired and moved us. The London Olympics was filled with euphoric moments and had the whole nation caught up in its brilliance and moments of magic. But after watching the Olympics, something changed within me in regards to the way I view sport. As a PE teacher I now cringe at the number of Football examples and stories that I use with my students, particularly in my theory lessons. What if it goes wrong? So what did I do? Berger's toolbox for designing a project 2 - Models.
SOLO Stations. There seems to an awful lot of excellent posts written about SOLO Taxonomy at the moment, which is obviously absolutely fantastic …..I just thought I’d best write one to keep up with the very high standard of reflection and sharing! The idea for SOLO Stations came from a great blog post from @DVPLearning found here in the post Steven describes a Year 10 PE Revision lesson in which “He then explained what the next task was going to be. This is where teach, do, review comes in! The teacher explained that they needed to move themselves in to one of three groups.
If they felt that they were really unsure about the topic they had to move to the teach group. The teacher would work with them and teach the material again. If the students felt that they were reasonably confident on the topic but maybe needed to deepen their understanding they were going to go to the do group and do a number of activities. I particularly enjoyed reading.