bloomsapps Using Blooms Taxonomy in education is a highly effective way to scaffold learning for the students. With the recent popularity and pervasive nature of iOS devices in school districts it is essential for educators to understand how to implement Blooms in the classroom using the apps that are available. While this list is by no means fully comprehensive, it will assist educators in getting started when implementing iOS devices in the classroom. This site will change almost daily as it will be updated with new and exciting apps! If you find any that you have worked with in your classroom please email firstname.lastname@example.org or tweet @bloomsapps or @dmileham75 with your suggestions. Two Links to some iTunesU courses relating to iOS Integration: 1 iPad by Erie 1 Boards of Cooperative Educational Services ( Movie Making\Digital Storytelling Camera to PDF Free - cool little app that turns your device into a scanner. LiveBinders: I would be remiss if I didn't post this.
SOLO Taxonomy SOLO Taxonomy (structure of observed learning outcomes) provides a simple, reliable and robust model for three levels of understanding – surface deep and conceptual (Biggs and Collis 1982). At the prestructural level of understanding, the task is inappropriately attacked, and the student has missed the point or needs help to start. The next two levels, unistructural and multistructural are associated with bringing in information (surface understanding). At the unistructural level, one aspect of the task is picked up, and student understanding is disconnected and limited. The jump to the multistructural level is quantitative. HookED uses a unique classroom based approach to SOLO Taxonomy. This approach has been endorsed by Professor John Biggs who has been very supportive of the work and outcomes in New Zealand schools by Hooked on Thinking and more recently HookED. ” …very interesting and a new direction for SOLO as far as I know. What am I learning? 1. SOLO is used to: References:
Andy McPhee Bloom’s Taxonomy was developed by Benjamin Bloom (right) and a team of other cognitive psychologists at the University of Chicago in the mid-1950s. Of course, you knew that already. Healthcare educators have been using Bloom’s taxonomy for decades to build goals and objectives. The original levels cited by Bloom inlcude — come on, recite them with me now — knowledge, comprehension, application, analysis, synthesis, and evaluation. The trouble is, I keep hearing bright, competent, high-level educators still using those terms. Ruh-roh. Bloom’s original taxonomy was revised by one of his former students, Lorin Anderson, and one of his original partners, David Krathwohl, back in 2000. Yep, that’s right, the taxonomy being cited over and over again, on lesson plans and course syllabi, at faculty meetings and educational conferences — including one I just returned from — are woefully outdated. Here, then, is a reasonably quick update on the “new” changes to Bloom’s original taxonomy. Basic changes
SOLO Taxonomy | John Biggs click to view a bigger version As learning progresses it becomes more complex. SOLO, which stands for the Structure of the Observed Learning Outcome, is a means of classifying learning outcomes in terms of their complexity, enabling us to assess students’ work in terms of its quality not of how many bits of this and of that they have got right. SOLO can be used not only in assessment, but in designing the curriculum in terms of the learning outcomes intended, which is helpful in implementing constructive alignment. SOLO was first described by Kevin Collis and myself in Evaluating the Quality of Learning: The SOLO Taxonomy (New York: Academic Press, 1982, now out of print, but available in Chinese).
VisualBlooms - HOME SOLO Taxonomy: giving students a sense of progress in learning Without a sense of progress you cannot be creative, so what language can we offer students that enables them to take control of understanding where they are in their learning? One key notion about creativity is that the ability to calculate progress is an important part of the creative process: knowing when something feels 'done'. Knowing when you're stuck, when you're done, when you're at the end of that chunk of learning is essential. It gives that indication that you need to go back out and get some more insights from someone or something. Knowing where you are in your learning requires a language, a rubric of some sort, and one which fits the bill really well is John Biggs' SOLO Taxonomy (Structure of Observed Learning Outcomes). The SOLO Taxonomy is like a stepping stone progression through the perceived understanding of a given area. The model provides five levels of understanding of a given topic or area of learning: Additional links (14/08/12):
Blooming Google! Blooming Google We can thank Google for many things, including helping with Bloom's taxonomy. The introduction of "Free" web based tools (web 2.0), allows teachers and students to spend less time on the bottom level of Bloom's revised taxonomy focusing on remembering, and more time at the higher end of the taxonomy focusing on creating. One need only search for Bloom's revised taxonomy and rather than finding scholarly articles you will likely be inundated with new web 2.0 tools linked to each area of Bloom's taxonomy. (see Kathy Schrock's Google Apps to Support Bloom's Revised Taxonomy). 1950s Framework at work in 2011? How many of us really need to remember basic facts like the years of World War 1, or the names of Presidents and Prime Ministers, Capital cities, and so on? What about Learning? So let's not blame Google or blame Bloom.
SOLO Taxonomy The Structure of Observed Learning Outcomes Taxonomy (SOLO) is a notion that describes the stages of learning that students go through to reach a real depth of understanding on a topic. It outlines the journey from surface to deep learning. SOLO is John Hattie’s taxonomy of choice and is currently being studied in depth at his Visible Learning Labs (Osiris Educational Outstanding Teaching Conference, 2014). It is seen by Hattie and other academics as having many advantages over other taxonomies, in particular that of Benjamin Bloom. The SOLO Taxonomy emerged from in-classroom research whereas Bloom’s Taxonomy was theorised from a proposal by a committee of educatorsSOLO is a taxonomy about teaching and learning vs Bloom’s which is about knowledgeSOLO is based on progressively more challenging levels of cognitive complexity. Image via pamhook.com. SOLO works by students progressing from surface learning to deep. Pre-structural- The student has no understanding of the task.
iLearn Technology Tomorrow I am doing a training on the Treasures Supplement that I created over the summer. Most of the supplemental suggestions fall into the bottom two tiers of Bloom’s Taxonomy (Remember and Understand). I want to show teachers that just because these activities help students practice basic skills and remember and understand, there are SO many more options that will reach the higher levels of Bloom’s Taxonomy! I created the Bloomin’ Peacock to show teachers the Blooms Taxonomy break down and the Bloomin’ digital Peacock that shows how the digital tools in the supplement break down. Below are the tools listed in my Bloomin’ Digital Peacock Bloomin' Digital Peacock Remember: BBC Skillwise- Spelling City- Starfall- Discovery Streaming- Lexipedia- YouTube- Gamegoo- PBS Kids- Apply:
SOLO Taxonomy - Onehunga Primary School The SOLO taxonomy is used throughout our school to help children extend their learning through the use of thinking maps. SOLO maps enhance thinking skills that extend children beyond their current experiences. The children learn to understand and use this language and this sets them on a path for lifelong skills in learning. SOLO is divided into a number of levels of learning: Prestructural where a child needs support in expressing an idea on the topic. Here is an example of a statement at the multi-structural level written by a Year 2 child – this statement was written after the child had completed a 'describe' map. 'Ladybugs are insects and they are a kind of beetle. At this level children are able to give two or more ideas about a topic, and the ideas are not linked. A relational level statement results when children are able to compare, contrast, classify, sequence and analyse. 'In NZ the flag is blue, red and white whereas the Tongan flag is red and white.