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Week 5 Portfolio Reflection

This task is relevant to The Bloom and Solo taxonomies through a number of different ways. The Bloom taxonomy incorporates key outcomes including remembering, understanding, applying, analysing and creating. The Solo taxony begins with a uni-structural level in which the students might only have one idea about solving the problem.

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51 views

Week 5 Portfolio Reflection

This task is relevant to The Bloom and Solo taxonomies through a number of different ways. The Bloom taxonomy incorporates key outcomes including remembering, understanding, applying, analysing and creating. The Solo taxony begins with a uni-structural level in which the students might only have one idea about solving the problem.

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Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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EDBED3112 Portfolio Week 5

Subtraction Task:
Students start off with a basic subtraction equation using 2 digits numbers e.g 43-32 to
get them thinking about how to figure out an easy equation. Once they have completed
this, move on to 3 & 4 digit equations to further their thinking- e.g 356-133 & 39572816. Once these have been completed then move on to equation that requires
substitutions for example 570-380: you cant do 7-8 so they have to take a substitute out
of the hundreds column which makes it 17-8. Once they grasp this concept then they can
challenge themselves to do 4, 5 or even 6 digit numbers depending on how confident they
are at completing these. In these activities they have to show full working out so that they
have the ability to not only get the correct answer, but explain how they got that answer.
This task is a higher order thinking task as it challenges the students to think creatively
and get a grasp on the tougher subtraction equations. The sort of thinking required for the
students to know involves them understanding the substituting method as well as the
overall outcome. Obviously the types of equations that involve substituting can be a
tricky obstacle for primary school students so demonstrations are important for them to
understand and implement this skill effectively.
This task is relevant to the Bloom & Solo taxonomies through a number of different
ways. The Bloom taxonomy incorporates key outcomes including remembering,
understanding, applying, analysing and creating. Remembering involves defining and
repeating the task and skills put forwards to them, understanding gets the students to
describe, discuss and explain how they implemented the skills, applying focuses on the
students using the skills in a new way or in more difficult equations, analysing looks at
comparing or differentiating the equations and any noticeable changes in the equations
they are working out and creating identifies whether the students can create a new ways
of figuring out the equation or a point of view of how its to be completed effectively.
The Solo taxonomy begins with a uni-structural level in which the students might only
have one idea about solving the problem. This will then flow on to multi-structural level
in which they can display their answer in several ways and from there a relational level
where a student or students can answer equations several ways and then relate these to
each other.

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