The selected teaching and learning approach of differentiation has the potential to enhance student participation, engagement and achievement through the use of two effective frameworks. The differentiation framework of Bloom and SOLO Taxonomy. Firstly looking at the framework of Bloom´s thinking skills, it has the differentiating ability to challenge the levels of learning and cognitive process, as well as the breadth and depth of content, with the embodiment of motivating a wider range of learners (O’Neill, 2017). This framework comprises of six qualitatively different levels of thinking, opposed to quantitative. These levels of thinking are arranged in favour of students’ ability to learn with complexity from least to most complex (Adams,
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SOLO is yet another framework with the effectiveness of engaging students’ participation immensely. This framework developed by Biggs and Collis (1982), provides a simple, reliable and robust model for three levels of knowledge – surface, deep and conceptual (Hook Education Limited, 2011). This framework consists of five stages of conceptual understanding that differentiates learning outcomes for students at varied levels of thinking and learning complexity. It is identified by O’Neill (2017), that “each stage embraces the previous stage but increases in complexity¨. The first stage discussed by Hook (2006) is the Pre- structure level. At this level, the student has no fundamental understanding or has not yet grasped the idea. Entering the surface level of understanding that is primarily quantitative, we have Uni-structural, where the student is merely able to describe, identify and define an idea or an aspect of the task (Hook and Mills, 2011). Uni-structural and the third stage, Multi-structural are seemingly related to each other as students at this stage focus on identifying several relevant aspects, but they are focused on independently and additively. The fourth stage of SOLO which is Relational, shifts to qualitative as students are able to link and integrate ideas, reflecting a deeper and coherent understanding of the whole. This stage will acquire students to adequately explain and apply ideas to other situations, as in relation to Bloom's level of Applying. The fifth and final stage of SOLO’s taxonomy is Extended Abstract. This stage allows student understanding to be conceptualised with the higher level of abstract knowledge, creating new ideas or understanding. The most effective aspect about these steps is that students know that learning outcomes are the “result of effort and the use of
SOLO is yet another framework with the effectiveness of engaging students’ participation immensely. This framework developed by Biggs and Collis (1982), provides a simple, reliable and robust model for three levels of knowledge – surface, deep and conceptual (Hook Education Limited, 2011). This framework consists of five stages of conceptual understanding that differentiates learning outcomes for students at varied levels of thinking and learning complexity. It is identified by O’Neill (2017), that “each stage embraces the previous stage but increases in complexity¨. The first stage discussed by Hook (2006) is the Pre- structure level. At this level, the student has no fundamental understanding or has not yet grasped the idea. Entering the surface level of understanding that is primarily quantitative, we have Uni-structural, where the student is merely able to describe, identify and define an idea or an aspect of the task (Hook and Mills, 2011). Uni-structural and the third stage, Multi-structural are seemingly related to each other as students at this stage focus on identifying several relevant aspects, but they are focused on independently and additively. The fourth stage of SOLO which is Relational, shifts to qualitative as students are able to link and integrate ideas, reflecting a deeper and coherent understanding of the whole. This stage will acquire students to adequately explain and apply ideas to other situations, as in relation to Bloom's level of Applying. The fifth and final stage of SOLO’s taxonomy is Extended Abstract. This stage allows student understanding to be conceptualised with the higher level of abstract knowledge, creating new ideas or understanding. The most effective aspect about these steps is that students know that learning outcomes are the “result of effort and the use of