Developing a Common Language of Learning.

A wiki page where New Zealand teachers describe their experiences when introducing, integrating and sustaining a common language of learning based on SOLO Taxonomy.

By -Newmarket Primary School, Students from Waikowhai Primary School, Mike Boon and Davida Phillips (Maungawhau Primary School),Emma Watts and Melissa Julian from Edendale Primary School, Belinda Bennett (Glen Eden Intermediate School),Devonport EHSAS Lead Teachers, Emma Watts (Tahunanui School, Nelson), Onehunga Primary School teachers, Balmoral School Junior Team, Lincoln High School Students (Teacher Craig Perry Lincoln High School), Cheryl Davies Crook (Halsey Drive School), Margaret Palmer and teachers from Waterlea School, Peta Lindstrom, Jane McKay and teachers from Our Lady Star of the Sea School, Faber Edwards (Rutherford College), Peter Brailsford (Unlimited Paenga Tawhiti) … please insert your name here —- Please edit this space to add your content.

Staff and students at Waterlea School have been creating their own sign based common language of learning using SOLO Taxonomy.

Waterlea Teachers sign SOLO Taxonomy (on display in the library)

Waterlea Students sign SOLO Taxonomy (on display in classrooms)

Five year old students at Our Lady Star of the Sea show how they sign their SOLO Taxonomy coded learning outcomes.

Teachers from Our Lady Star of the School (experienced, registered and beginning) talk about their experience in implementing SOLO taxonomy as a common model of learning outcomes.

The Newmarket Primary School SOLO Wiki has many examples of how they are using SOLO Taxonomy and HOT Visual Mapping and Self Assessment Rubrics to develop a common language of learning. http://newmarketsolo.wikispaces.com/

Faber Edwards a Year 12 student at Rutherford College in Auckland talks about “learning to learn” and the difference SOLO Taxonomy and HOT Visual Mapping has made to his learning.

With teachers using the SOLO framework we have been given the tools to achieve and understand what is going on it is not all in the teachers hands which allows us to take responsibility for our own learning which in turn also gives us a sort of freedom which is useful and a feeling of control over our own learning.

Waikowhai Primary School students discuss using SOLO Taxonomy and HOT visual maps as a framework for questioning during inquiry.

Waikowhai Primary School students reflect on how their understanding of “learning” has changed since they found out about SOLO Taxonomy as a model of learning outcomes.

Students from Social Sciences teacher Craig Perry's classes at Lincoln High School talk about their use of SOLO Taxonomy as a model of learning outcomes.

Davida Phillips, a new entrant teacher at Maungawhau Primary School in Auckland, talks about using SOLO Taxonomy to help her five yera old students learn how to learn.

Mike Boon a teacher at Maungawhau Primary School, discuss how he is using SOLO Taxonomy as a model of learning along with HOT Language of Learning DEFINE Map and Self Assessment rubric to help his students “learn to learn”.

Using HOT Visual DEFINE Map and SOLO Taxonomy coded self assessment rubrics to help Maungawhau Primary School students understand the language of learning. Contributed by Mike Boon

Belinda Bennett from Glen Eden Intermediate School in West Auckland dicusses how using SOLO Taxonomy as a model of leraning has influenced her teaching and students' learning outcomes.

Edendale Primary School teaching exemplars for using HOT Language of learning visual maps and self assessment rubrics. Emma Watts and Melissa Julian

HOT DESCRIBE MAP Exemplars for Year 1

HOT SEQUENCE MAP Exemplars for Year 5 and 6

Unlimited teacher Peter Brailsford created the following presentation to introduce SOLO Taxonomy to students and staff.

unlimitedpaengatawhiti_solotaxonomy.pdf

Devonport EHSAS Lead Teachers co-constructing a SOLO Taxonomy coded HOT Generalise Map self assessment rubric for extended abstract learning outcomes.

Tahunanui School students use the HOT DEFINE Map to define “the beach” - Emma Watts

Tahunanui School Students use HOT DESCRIBE Map and WALT statements and success criteria - Emma Watts

The students enacted a part whole map of the water cycle in assembly, and wrote some amazing statements on the water cycle.

Tangata Whenua We started off with a Define map on our Family. The children then worked with their families to create a family tree. They brought their projects to school and proudly discussed the same in front of the class. This created a sense of belonging and how ancestors are important in a family. We then learnt all about Maori protocol before going on our trip to the marae. At the marae the children participated in many activities after the Powhiri. One activity Room 10 enjoyed was the stick game. The children tried very hard to learn the skills and had a parent support them too.

Further examples of work from Onehunga Primary School to build a common langauge of learning based on SOLO Taxonomy using HOT visual mapping can be seen at http://sustained.wikispaces.com/Onehunga

Using SOLO Taxonomy to create a common language of learning rubric for self assessing dramatic performance in junior school.

hot_drama_y2_feelings_rubric.pdf