Understanding Levels of Thinking using:

1. Understanding Levels of Thinking using: SOLO TAXONOMY (after Biggs and Collis 1982)

2. SOLO Taxonomy

4. Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect SOLO TAXONOMY (after Biggs and Collis 1982) Define Describe List Do algorithm Combine Define Identify Do simple procedure Unistructural Multistructural Relational Extended abstract Prestructural

5. Describing words for each type of Thinking Visual image of the type of Thinking Type of Thinking Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect SOLO TAXONOMY (after Biggs and Collis 1982) Define Describe List Do algorithm Combine Define Identify Do simple procedure Unistructural Multistructural Relational Extended abstract Prestructural

6. Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect SOLO TAXONOMY (after Biggs and Collis 1982) Define Describe List Do algorithm Combine Define Identify Do simple procedure Unistructural Multistructural Relational Extended abstract Prestructural

7. What does it mean? Really there’s not much there. For example: What do you know about Tennis? Err….. What?? Prestructural

8. What does it mean? There’s one idea there. For example: Define Identify Do simple procedure What do you know about Tennis? Err….. You need a racket Unistructural

9. What does it mean? It’s a game played between two people where you hit a ball over a net, keeping it within certain boundaries Define Describe List Do algorithm Combine There are a number of ideas. For example: What do you know about Tennis? Multistructural

10. What does it mean? Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions There are a number of ideas and links are be made between these ideas For example: It’s a game of skill played between two people. The idea is to out manoeuvre your opponent by hitting the ball over the net in such a way as to force them to make a mistake. Whether it is their failure to return the shot or they miss the ball. What do you know about Tennis? Relational

11. Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect Extended abstract What does it mean? There is a range of ideas which are linked together plus some knew or extended thinking is added. For example: It’s a game of skill played between two people. The idea is to out manoeuvre your opponent by hitting the ball over the net in such a way as to force them to make a mistake. Whether it is their failure to return the shot or they miss the ball. What do you know about Tennis? If you knew each players skill level with regard to putting spin on the ball, accuracy and speed of their serve, you could predict the outcome of each match

12. Why is Mr Perry Telling me this?(Two Reasons) • It’s incredibly interesting • It parallels NCEA marking perfectly and thus, thinking about levels of thinking (metacognition) puts us in a more likely position to achieve at higher levels

13. Compare/contrast Explain causes Sequence Classify Analyse Part/whole Relate Analogy Apply Formulate questions Evaluate Theorise Generalise Predict Create Imagine Hypothesise Reflect SOLO TAXONOMY (after Biggs and Collis 1982) Define Describe List Do algorithm Combine Define Identify Do simple procedure Multistructural Unistructural Relational Extended abstract Prestructural So How do they match up? Achieved with Merit Achieved with Excellence Not Achieved Achieved

14. What can I (that’s you) do? • Read each question and look for the instructional word which suggest which level of thinking is being asked for • Read through your own answers and assess what level of thinking you have applied