SOLO

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SOLO sharing session - 20th May 2010
Feedback after 1 and a half terms use in the cluster We met as a cluster on 20th May to reflect on how teachers have been using SOLO and the next steps for us on 4th June ToD with Pam and Julie Organisation Venues: St Marys School (40 teachers) - Junior School teachers Year 0-2 Ngongotaha School (29 teachers) - Middle School teachers Year 3-4 Aorangi School (32 teachers) – Senior School teachers Year 5-8 In your group of 4 discuss these 2 key questions: //What has worked in SOLO? (bring props/example if needed)// //What do I need to know...next steps in SOLO//. Where to next? - collated ideas across the cluster for 4th June __Sharing__ __HoT Maps__ Curriculum and Planning/Rubrics AToL/Assessment ICT The Future Organisation in School/Community Reviewing
 * Familiarise children with terminology - even labeling retrospectively
 * Need to make and introduce the signs and meanings
 * How to word it in “child speak”
 * Other ways for children to understand what each level means
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Making/writing the rubric in kid speak at the top end eg relational, extended abstract
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Clarifying what “relational” means - what would it look like?
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Sharing of resources and rubrics for each age group. Don’t reinvent the wheel
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Today - seeing what others have done has opened my mind to ideas/options. Would love a system whereby we could share hard copies of these ideasShare all of our ideas shown
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">It would be great to share hard copies of different ideas shared by Junior teachers
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Examples of rubrics - different levels/topics
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">What to rubric? Where/when for best practice
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Clear folder - make a SOLO reference book of plans to share
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Write rubrics and share many stages - various subjects - share between us
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Can there be a place where all our schools can share our templates? (Wiki?)
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Support for peers - discussion, watching others? maybe not here?
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Share successful rubrics so as not to reinvent the wheel• Create rubric/share rubrics - through cluster wiki?
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Could we see a model of a lesson using SOLO. Want to see how the teacher got there, not just the children doing it
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">More examples of what we can use SOLO for.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">More practical stuff
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Exemplars for each step. What does it look like?
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">List of how it’s been applied at other schools
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Sharing of assessments, rubrics
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Modelled lessons that integrates SOLO
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">See some great SOLO lessons and modelling
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Time to go and watch people who are confident and using well
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">More examples to show progressions and what people have been doing and that works well
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Buddy people across schools – net/site
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Once graphic organisers have been taught - get children to decide what would be the best one to use and why? - maybe year 5/6?
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Do you have to do a definition each time you use a Hot map?
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">How do you use generalisation for each map and do you have to?
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">If we are going to ‘buy in’ to this type of PD - could there be a lot more follow up within each school?
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">We as teachers need to be scaffolded into how we can incorporate SOLO into our everyday teaching
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Use as activity sheet, choose different levels - children have choice, can differentiate
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Practical activities where we use graphic organisers to analyse topics - then can transfer to teaching
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Define map, then what?
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Clear teaching of how HOT maps link to rubrics
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">To cover the rest of hot maps in detail and in what area
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Where to after maps
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Steps for each map
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Examples of maps in action especially at relational and extended abstract
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Unpacking verbs and the levels
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">School wide planning through the levels
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Using rubric for other curriculum areas other than reading and writing
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Use SOLO with smaller groups rather than whole class, to write generalisation
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Planning through the SOLO model
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">When is/are the right time/subjects/topics to use rubric - not all areas lend themselves to it
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Which areas is it best to concentrate on, for rubrics, so we are not overdoing it
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">How to integrate into existing programmes
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Incorporating it into planning
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Helping children create their own rubrics
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">More examples-Rubrics
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Rubrics – collaborative as well as teacher generated
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">How to know what activities really fit with which level (more detailed list of verbs?)
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Incorporating of SOLO into our class writing programme and then into other subjects
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Planning a unit – assessment practical
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">How to integrate into meaningful context and link to aid progression in children’s thinking
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">How does SOLO fit with curriculum if you are using AtoL and identifying success criteria already
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">WALTS - integrate?
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">How to move children on to extended abstract?
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Questioning techniques
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">How to know where the children actually are – against where they think they are
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Links to ICT?
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">What is SOLO in the year 2020 going to do to our kids?
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Whole school organisation” such potential, but “higgdly piggdly… at the moment.
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Staff motivation
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Making meaningful links with the wider community
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Go over maps - refresher
 * <span style="display: block; font-family: 'Comic Sans MS',cursive;">Review of what we know so far...