Element 7 The Language of Learning, HOT Visual Mapping and Self Assessment Rubrics.

A wiki page where New Zealand teachers describe their experiences when using HOT Visual Mapping and Self Assessment Rubrics coded against SOLO Taxonomy.

By - Cate Green (Glen Eden Intermediate School, West Auckland), Emma Watts from Edendale School, Newmarket Primary School, Christina Pinny from Meadowbank Primary School, Rachel Saxton (Lincoln High School), St Leos Devonport, Jason Irvine (Wainui Primary School Auckland), Namrata Ghadiyar Onehunga Primary School, Gareth Cunliffe (Otonga School, Rotorua), Lida Mansilla (Jean Batten Primary School) please insert your name here.

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Lincoln High School Science teacher Rachel Saxton uses SOLO Taxonomy, HOT visual mapping and SOLO coded learning intentions and SOLO coded rubrics with success criteria to help her Y11 students understand corrosion.

Primary teacher Lida Mansilla shares her approach to introducing SOLO Taxonomy to her studenst with her colleagues.

Gareth Cunliffe a teacher from Otonga School in Rotorua talks about enhancing student learning outcomes in procedural writing using SOLO Taxonomy, HOT SEQUENCE Maps and self assessment rubrics.

Character writing using HOT DESCRIBE Map and self-assessment rubrics

Glen Eden Intermediate School teacher Cate Green explains how she integrates the language of learning and assessment for learning in her classroom activities.

Jason Irvine, a teacher of Y5/6 students at Wainui School, shares the Wainui School's Student Portfolios. All student work collected for the portfolio has SOLO coded rubrics and success criteria for self, peer and teacher assessment. Jason talks about the reaction from parents to Wainui students reporting on their own learning and what to do next using SOLO Taxonomy coded self assessment rubrics.

Edendale School held a parent evening to introduce the way the school was using SOLO Taxonomy as a model of learning along with the HOT visual mapping and self assessment rubrics and ICTs. Emma Watts

Meadowbank Primary School has been integrating a common language of learning based upon SOLO Taxonomy and HOT Visual Mapping and self assessment rubrics. You can explore many examples of their students' progress through this link http://sustained.wikispaces.com/Meadowbank.

Christina Pinny has used HOT Mapping and self-assessment rubrics to help her six year old students analyse rain gauges, classify weather, and explain the causes and consequences of heavy rain.

St Leos Devonport using SOLO Taxonomy as a model of learning in literacy and student inquiry