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by TeachThought Staff

Bloom's Taxonomy is a powerful tool to frame teaching and learning.

In one model is a framework that not only lays out for teachers the kinds of thinking that we, as humans, tend towards, but also provides a kind of hierarchy that etches out the possible progression of that thinking. If we can remember, we can begin to understand. Understanding allows us to apply what we know, which enables us to make judgments on the utility of that knowledge, and even our own mastery of it.

Global Digital Citizen Foundation created the following graphic that helpfully combines both Bloom's Taxonomy (which, the graphic explains, was created by Andrew Churches) with power verbs useful for lesson planning, assessment design, and the general planning of learning experiences that are based on thinking and complexity.

We've previously shared a post on evaluating digital tasks using Bloom's taxonomy, as well as an almost overwhelming list of Bloom's power verbs as well. This graphic doesn't add much to these posts but it does capture both in one wonderful image.

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Bloom's Digital Taxonomy Verbs For 21st Century Students

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Global Digital Citizen Foundation combines both Bloom's Taxonomy and power verbs for lesson & assessment planning in this graphic.

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A longer document with helpful guidelines

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A longer document with helpful guidelines

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Aims and objectives_Myth busting poster.pdf

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Includes examples from cross college, plus blanks for other ideas.

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The first 5 and the last 2 slides are key. The middle provides optional extras!

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SOLO TAXONOMY

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. At first we pick up only one or few aspects of the task ( unistructural), then several aspects but they are unrelated ( multistructural), then we learn how to integrate them into a whole ( relational), and finally, we are able to generalised that whole to as yet untaught applications ( extended abstract). The diagram lists verbs typical of each such level.

SOLO can be used not only in assessment, but in designing the curriculum in terms of the level of learning outcomes intended, which is helpful in implementing constructive alignment. SOLO can also explain why those who use low complexity arguments in political or marital disputes usually win - in the short term. But in politics that's all you need, as is illustrated in the 2019 Australian election: Party A, a well worked out social democrat package of benefit to most Australians; Party B, "cut taxes", strongly to the advantage of the rich, and call the leader of Party A a liar "he lies all the time". And yes, Party B won.

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).

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SOLO TAXONOMY 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.