Summary Of The Differentiation Frameworks

By integrating the Differentiation frameworks of Bloom´s and SOLO into the classroom, there is a high potential to enhance the participation, engagement and achievement of learners. The differentiation framework of Bloom’s taxonomy can be integrated into my own future practice and utilised within the classroom through set activities and tasks that require students to work systematically through Bloom´s orders of thinking framework. Students will be working through these levels according to their own individual levels of thinking and learning. As a future educator, integrating blooms and differentiating learning for my diverse learners will see me tag some activities as essential to the individual’s abilities, and other activities as optional.

Differentiation learning and teaching approach is defined by Tomlinson (2004) as “tailoring instruction to meet individual learning needs” (p.26). In my own practice, I would create and present instruction according to the needs of students so that they are able to reach their potential. For future practice, I would integrate the levels of SOLO to differentiate the complexity of the questions I ask my students, so that it is of understanding to them and expands their ability to think and respond complexly. This can encourage a higher level of participation for students who attain a sense of inadequacy. In my future practice, I would differentiate for the learning and thinking of individual students by providing them with the SOLO maps, a process model that works alongside the taxonomy model to make the tasks for each of the SOLO stages more accessible and visible to learners (Hook Education Limited, 2011). SOLO maps are considered to pace out and deepen student thinking, and when utilised well, can lead to enhanced achievement outcomes (Hook Education Limited, 2011). Each of the SOLO maps, which are assigned to their appropriate stages of the taxonomy, acquires the performance to assist students in completing a task, as well as help students differentiate the level of complexity of their learning outcome when completing the task (Hook Education Limited, 2011). It also helps students Understand the different thinking characteristics associated with the different levels. Utilising SOLO taxonomy in the classroom has the capacity to enable learners to aim towards a deeper level of thinking and more complex learning outcomes. As a future educator I would use SOLO as a tool in the classroom so that both the students