Solo-Taxonomy.pptx
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The document discusses the SOLO taxonomy, which is a framework for classifying the quality of student responses. It was developed by Biggs and Collis in 1982. The document explains that SOLO taxonomy is useful for helping learners reflect on their progress, for instructors to design learning experiences, and for implementing success criteria. It also notes that SOLO taxonomy provides feedforward and feedback and shows the difference between deep and surface understanding. The document then discusses the levels of SOLO taxonomy and provides a link for more information. It also introduces and explains the revised Bloom's taxonomy, including its knowledge dimension with the categories of factual, conceptual, procedural, and metacognitive knowledge. The document provides examples of how to identify the cognitive
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SEMI-DETAILED LESSON PLAN IN GRADE 12 HUMSS
I. Objectives:
At the end of the lesson the students are expected to:
a. Explain the effects of The Mass Media and Society.
b. Distinguish the important effects of The Mass Media and Society.
c. Perform the effects of The Mass Media and Society.
II. Subject Matter:
Topic: The Mass Media and Society
Materials: Power-point, Projector, Laptop/Net book, Manila paper
References: Understanding Culture, Society, and Politics
Gerry M. Lanuza
Sarah S. Raymundo
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A. PRELIMINARY ACTIVITY
Prayer
Greetings
Arranging of chairs
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Checking of Rules
Review of the past lesson
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Let the student read about what happens daily thru mass media.
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Divide the class into five groups.
Each group will follow the instruction in the given activity.
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Proceed to the next lesson which is The Mass Media and Society
Ask the learners about their ideas in The Mass Media and Society
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The teacher let the student read the question on the board and let them answer.
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The students will answer the given statements.
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Instruction: Write your answer in one half (1/2) cross-wise, with neat, clean, and presentable. (ESSAY) Answer what is being asked by the following: (5 points each)
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- Understand underlying cognitive principles and specific strategies teachers may utilize to create a learning community to discuss learning, design and implement projects to ensure surface and deep level knowledge, and work collaboratively to review the impact of learning with students.
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1. What makes an assessment authentic, including involving meaningful tasks, highlighting what students don't know, and involving varied activities.
2. Changing teacher roles from knowledge transmitters to facilitators and from sole evaluators to one of many.
3. Session targets of using SOLO in test development, including item writing, scoring, and preparing tables of specification.
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This document provides guidance on action verbs that can be used for different goals in assessment and teaching. It includes lists of verbs for the acquisition of knowledge, making meaning, transfer of learning, and performance assessment. It also explains the GRASPS framework for constructing performance tasks, including goal, role, audience, situation, product/performance, and standards/criteria. An example is provided to demonstrate how to write a performance task scenario using this framework. Additional sections cover assessment task blueprints, criteria for evaluating understanding vs performance, and a sample unit assessment map.
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SEMI-DETAILED LESSON PLAN IN GRADE 12 HUMSS
I. Objectives:
At the end of the lesson the students are expected to:
a. Explain the effects of The Mass Media and Society.
b. Distinguish the important effects of The Mass Media and Society.
c. Perform the effects of The Mass Media and Society.
II. Subject Matter:
Topic: The Mass Media and Society
Materials: Power-point, Projector, Laptop/Net book, Manila paper
References: Understanding Culture, Society, and Politics
Gerry M. Lanuza
Sarah S. Raymundo
III. Procedure:
A. PRELIMINARY ACTIVITY
Prayer
Greetings
Arranging of chairs
Checking of attendance
Checking of Rules
Review of the past lesson
(The teacher will call student/s to recap the past lesson.)
B. MOTIVATION
Let the student read about what happens daily thru mass media.
C. ACTIVITIES
Divide the class into five groups.
Each group will follow the instruction in the given activity.
The teacher will check the work of each group.
D. ABSTRACTION
Proceed to the next lesson which is The Mass Media and Society
Ask the learners about their ideas in The Mass Media and Society
Introduce the meaning of The Mass Media and Society
Discuss the Mass Media and Society
E. APPLICATION
The teacher let the student read the question on the board and let them answer.
IV. Assessment:
The students will answer the given statements.
V. Assignment
Instruction: Write your answer in one half (1/2) cross-wise, with neat, clean, and presentable. (ESSAY) Answer what is being asked by the following: (5 points each)
1. How does mass media shape the way you look at reality?
2. How does the mass media influence the way we relate with other and alter social relationship.
Prepared by:
JODI CHARIMAYE FLORES LIDASAN
Teacher
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This document is a table of specification for a math exam that will assess students on various algebraic concepts. It outlines the major content areas, time allotted for each section, number of test items, and how items will assess different cognitive levels including remembering, understanding, applying, analyzing, and evaluating. The exam will have 50 multiple choice items testing topics such as algebraic expressions, polynomials, linear equations, and problem solving over a total time of 60 minutes.
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Thematic teaching
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The document provides guidance for writing test items and creating a table of specification. It explains that a table of specification is a two-way chart that describes the topics to be covered on a test and the number of items or points associated with each topic, to ensure all elements of a course of study are properly assessed. It also defines different levels of thinking skills - knowledge, comprehension, application, analysis, synthesis, and evaluation.
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The document discusses key aspects of an effective learning environment for students. It emphasizes that the learning environment should include a well-arranged classroom with comfortable furniture, adequate space, and displays for student work. The classroom should also be clean, well-lit, ventilated, and free from distractions. Positive interactions between the teacher and students are important to create a conducive atmosphere for learning. An ideal learning environment encourages active learning, discovery of personal meaning, differences in students, tolerance of mistakes, and cooperative self-evaluation.
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The document is a detailed lesson plan for a mathematics class on permutation. It outlines the objectives, content, materials, and procedures for the lesson. The lesson will teach students about permutation rules including n!, nPr, and arrangements of distinct objects. Example problems are provided to demonstrate each rule, and students will complete activities in groups to practice the rules and verify their understanding.
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GETSI-InTeGrate Development Approach
This webinar provided instruction on developing learning goals and outcomes for geoscience education modules using the InTeGrate/GETSI design approach. Key points included:
- Identifying overarching module goals and more specific unit-level learning outcomes that are student-centered, measurable, and aligned with assessments.
- Understanding the difference between cognitive levels in Bloom's Taxonomy and how this informs writing effective goals.
- Examples were given of well-constructed goals at both the module and unit level.
- The full design process was outlined, from identifying goals to developing assessments and matching resources/instructional strategies.
Competency based learning: State of the U.S. K-12 market
CBL adoption in K-12 education in the US is still in early stages, with an estimated 4% of students currently enrolled in CBL programs. While CBL represents a fundamental shift in how education is organized and delivered, widespread adoption faces significant hurdles including pedagogical transformation, lack of supporting infrastructure and legacy structures. Key characteristics of successful CBL programs include positioning the student as the prime driver of learning, defining clear proficiencies, and allowing for personal learning pathways. A variety of technology platforms are emerging to support CBL, but none have yet achieved dominant market leadership due to the complexity of needed functionality.
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The document discusses Benjamin Bloom's Taxonomy of Educational Objectives, which classifies learning objectives into three domains (cognitive, affective, psychomotor) and defines categories within each domain ranging from basic to more complex levels of learning. The cognitive domain includes knowledge, comprehension, application, analysis, synthesis, and evaluation. The affective domain includes receiving, responding, valuing, organizing, and characterizing. The psychomotor domain includes perception, set, guided response, mechanism, complex overt response, and adaptation. Bloom's Taxonomy provides a framework for designing instructional objectives and assessments across different types and depths of learning.
GETSI Development Approach & Learning Goals
This webinar provided instruction on developing learning goals and outcomes using Bloom's Taxonomy and aligning them with assessments and teaching materials. It covered writing measurable goals at the module and unit level, differentiating cognitive levels, and evaluating goal quality. The presenters described their iterative process of identifying goals, outcomes, assessments, resources and instructional strategies to ensure alignment across a curriculum unit. Participants were encouraged to apply this approach in their own teaching and to access online tutorials for the SERC content management system.
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This document discusses competence modeling and defining learning outcomes for organic farming. It explores how to structure definitions of competence for organic farmers and how to educate and train for this competence. The document provides examples of competence modeling frameworks and discusses writing intended learning outcomes that are assessable and relevant to the field. Participants engage in an exercise to apply these concepts by writing learning outcomes for a training scenario in organic agriculture.
Assessing process and products
This document discusses different forms of assessment in mathematics education. It begins by defining the DepEd taxonomy of knowledge, process, understanding and product/performance. It then provides examples of mathematics skills and asks the reader to determine which category each one falls into. The document then discusses performance-based assessment and alternative forms such as portfolios. It provides characteristics of performance tasks and guidelines for constructing rubrics. Overall, the document aims to distinguish different types of assessment and provide information about designing performance-based tasks and rubrics.
Bloom's Workshop
This document outlines the key points of an effective training workshop on Bloom's Revised Taxonomy. The workshop aims to teach participants how to: 1) classify verbs and types of learning based on Bloom's dimensions; 2) identify appropriate assessments for each taxonomy level; and 3) apply the taxonomy to analyze standards, objectives, and instructional effectiveness. The document provides examples of developing objectives, aligned instructional methods, and assessments across Bloom's levels. Participants are guided to create meaningful objectives and assessments by considering what learners will do and how they will demonstrate their learning.
Student learning goals
The document discusses learning goals, objectives, and outcomes. It defines learning goals as broad statements about the curriculum, objectives as more specific statements about instruction, and outcomes as what students will know and be able to do by the end of a course. Learning outcomes have three components: an action verb describing the performance, a learning statement specifying what will be demonstrated, and a criterion for acceptable performance. Different types of learning outcomes are also described, including cognitive, affective, and psychomotor outcomes. The importance of writing clear, measurable learning objectives and using assessment results to improve goals, teaching, and curriculum is emphasized.
Writing Learning Outcomes: Why Quality Matters
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Solo-Taxonomy.pptx
- 1. Re-Skilling of Teachers on Test Constructions
- 2. Pablo B. Matel SOLO TAXONOMY
- 3. What is SOLO? Structure of the Observed Learning Outcome It was first described by Kevin Collis and John Biggs in 1982 in their book Evaluating the Quality of Learning: The SOLO Taxonomy.
- 4. Why is SOLO Taxonomy useful? It helps learners reflect meaningfully on the next levels in their learning. It helps instructors to thoughtfully design learning experiences and learning intentions. It is used by the teachers and students together. It makes it convenient to identify and implement effective success criteria.
- 5. Why is SOLO Taxonomy useful? It offers feedforward and feedback for the learning outcomes. Students understand the reasons for everything they do and realize improvements are due to their own strategies. It shows the difference between deep and surface understanding, helping learners understand where they are on that spectrum, and what they must do to progress.
- 9. Remember Understand Apply Analyze Evaluate Create Factual List primary and secondary colors. Summarize features of a new product. Respond to frequently asked questions. Select the most complete list of activities. Check for consistency among sources. Generate a log of daily activities. Conceptual Recognize symptoms of exhaustion. Classify adhesives by toxicity. Provide advice to novices. Differentiate high and low cultures. Determine relevance of results. Assemble a team of experts. Procedural Recall how to perform CPR. Clarify assembly instructions. Carry out pH tests of water samples. Integrate compliance with regulations. Judge efficiency of sampling techniques. Design efficient project workflow. Metacognitive Identify strategies for retaining information. Predict one’s response to culture shock. Use techniques that match one's strengths. Deconstruct one's biases. Reflect on one's progress. Create a learning portfolio. RBT + KD
- 10. IDENTIFYING RBT & KD MELC: Distinguishes rational function, rational equation, and rational inequality. RBT: KD: Analyze Factual/Conceptual
- 11. IDENTIFYING RBT & KD MELC: Illustrates simple and compound interest. RBT: KD: Remember Factual
- 12. IDENTIFYING RBT & KD MELC: Describes the different markets for stocks and bonds. RBT: KD: Understand Conceptual
- 13. IDENTIFYING RBT & KD MELC: Calculates the present value and period of deferral of deferred annuity. RBT: KD: Apply Procedural
- 14. WRITING TEST ITEM Prime: What is the present value of the deferred annuity? Stimuli: Mr. Y availed an installment plan that is deferred for six months paying ₱1,500 every three months for 8 years at 10% interest compounded quarterly. A. ₱1,500.00 B. ₱12,150.00 C. ₱31,194.54 D. ₱34,519.41
- 15. WRITING TEST ITEM Prime: Which of the following terms are associated to simple interest? Stimuli: Simple interest is a quick and easy method of calculating the interest charge on a loan. A. borrowed, payment, deposit B. future, payment, insurance C. principal, rate, time D. purchase, allocate, acquire
Editor's Notes
- Biggs and Collis defined the Structure of the Observed Learning Outcomes produced by learners on basis of complexity. Their proposed model explained levels of growing complexity in a learner’s understanding of performance tasks or subjects. There are five stages of understanding of SOLO Taxonomy. It's levels are hierarchal and each level is affected by the previous level and contributes something to it. As well as providing classrooms with a language of learning, the learning verbs can also be used to create assessment tasks. The complexity of student response can be increased as their depth of understanding grows. The student response can be used to develop a coherent understanding of subjects.