Element 8 Learning Experiences and Learning Interventions.

A wiki page where New Zealand teachers describe their experiences when developing and using learning experiences and learning interventions coded against SOLO Taxonomy.

By - Paula Hancock and Helen McGrath (Waikowhai Primary School), Christina Edwards (Rutherford College), Emma Watts(Tahunanui School (Nelson), Rachel Saxton and Georgina (George)Barrett (Lincoln High School), Edith Cross (Meadowbank Primary School). Adele Griffin (Blockhouse Bay Intermediate School) and teachers from Stanhope Road School please insert your name here.

Please edit this space to add your content.

Emma Watts from Tahunanui School (Nelson) shares her SOLO Taxonomy coded planning for a Year 3 unit on Life between the Tides – Sandy Shore, Mudflats, and Rocky Shores. Tahunanui students beach definitions can be heard in the VoiceThread on the Common Language teacher page

tahunanui_science_unit_plan_term_1_year_3_2009.pdf

Draft Unit - Concept Movement - explored in context of Force (Science) and Dance (Performing Arts)

hot_movement_dance_force_planning.pdf

Lincoln High School Science Department George Barrett and Rachel Saxton share how they are using SOLO Taxonomy as a model of learning when planning learning experiences in a Year 9 Astronomy Unit.

lhs_2008_astronomyobjective.pdf

A secondary teacher at Rutherford College explains how planning learning experiences, delivery, assessment and feedback for secondary school students can be enhanced through using the HOT Differentiated Curriculum Model and SOLO Taxonomy. Christina Edwards Rutherford College.

Professional discussion on whole school planning, learning experiences and HOT Maps and self assessment rubrics as learning interventions using the HOT Differentiated Curriculum Model and SOLO Taxonomy as a model of learning. Paula Hancock and Helen McGrath Waikowhai Primary School.

Meadowbank Primary School teacher Edith Cross describes how the use of Solo Taxonomy maps when designing learning experiences can enhance and deepen children's understanding of a particular concept/subject.

After a planting trip made by my year 5 Trees for Survival class in 2008, I was still not convinced their understanding of what we were doing as a TFS class as regards planting trees to prevent erosion showed depth. As a Lead teacher for Meadowbank School as part of the SustainED Cluster, I decided to conduct a trial using all the Solo maps beginning with the Define Map. I was a little unsure of the Extended Abstract maps ,however I took the bit between my teeth and had a go. At the conclusion, I gave the class our camcorder and digital cameras and set them the task of recording evidence of our journey. The results speak for themselves. This is ALL their own work.