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Aorangi Senior Teachers Reflect
What part does SOLO play in your classroom?
What do I see?
Graphic organisers
Hooked on thinking maps
Hot tool maps
Question starters
Hot maps – vocabulary
Hot maps – key words
Rubrics-Topic, Art, Literacy, Maths, Key comps, school values.
Learning intentions and WALT
Children’s work: self-assessment – beginning, middle, end.
What do I think?
Busy but organised
Heaps of work
What are they doing?
How are they going to achieve?
How do I get through all the maps?
What drives the children?
Have I provided good direction?
When do I intervene?
Are we getting the best out of the children?
Are we providing the basics to make them think?
Will the questions I give get them thinking?
What do I wonder?
Will we complete it?
Have I covered everything?
How can I include higher level maps? I.e. prediction, evaluating etc.
How do we better the children’s research skills?
Does it continue when they reach year 7?
What happens after this for the children and the teachers?
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Kaharoa Teachers share their thinking
What has to happen for SOLO to become a ‘common language’ across your team?
· Sharing of resources, ideas and what we are doing in our classrooms.
· More sharing/collaborating with other teachers/schools to inspire and encourage positive thinking about SOLO e.g. Ngongotaha Cluster Share.
· Modelling of how SOLO really works in the classroom, walking the talk.
· Consistency across the school, students coming into our classrooms with a grounding in SOLO.
· Everyone on board and believing in the benefits and effectiveness of SOLO.
· Proof that SOLO really does improve student learning outcomes.
· P.D focussed on how we can use SOLO effectively with the lesson or unit we are actually doing in our classrooms e.g. Technology – Inventions.
· Knowing that our kids are going to use SOLO in the future i.e. at high school. It’s hard to believe that it’s worth the time we put in if our students aren’t going to use it again.
· Teachers themselves need to understand it and how it works in order to make this a common language.
· Use of SOLO regularly not sporadically.
What barriers are (or were there) for you infusing SOLO in your classroom and why (or how have you overcome them)?
· Obligation – we haven’t had time to go and explore other thinking tools because SOLO has been the push. Other thinking tools may be more effective for certain learning experiences.
· Understanding, it has taken, and is still taking, time to really understand how to use SOLO effectively, especially the higher level maps.
· Assessment rubrics can be very wordy and confusing for students.
· Knowing how to achieve higher level learning outcomes from every map.
· Knowing how/when to progress students from ‘Define’ to the higher level maps.
· Time.
· Belief in the effectiveness of SOLO.
· Willingness to contribute to share resources across the school and not just from the same people.
· The ‘fad’ thinking. Is this just ‘another thing that will fade away’ frame of mind.
____________________________________________________________Kawaha Point Senior Teachers Reflect
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Two St Mary's Senior Teachers Reflect
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Otonga Senior Team Reflects
What do you see as a negative of solo, how could/have you overcome this?
HOT maps
“I have found the rigid structure of the HOT maps limiting and restrictive. The kids get bored with them quickly. My solution is to use a variety of graphic organisers, to use discussion based on the thought behind the maps (rather than the paper map)” Lynne
The MULTISTRUCTURAL condition
We are finding that when faced with a SOLO rubric that shows different levels of thinking we have a lot of children who are happy aiming for multistructural. We feel that success criteria for the whole task gives a higher expectation across the board, otherwise lower children feel they should be low. How are others promoting children to want to work at a higher level?
Resource access
SOLO Is a user pays thinking tool. This causes issues when you have student teachers in the school etc. We plan around SOLO and they are following the plans but are unknown to students etc. We try to give them a heads up, but what are the rules around them taking SOLO resources away with them when they leave the school.
Time
We plan using SOLO, and love that as you organise tasks for the children you can sort them into their levels of thinking, making sure all levels are covered. Where we struggle is finding the time to teach through all the levels. We often get to the multistructural and then run out of time in the term. Perhaps the solution is to have topics that the children have more knowledge to bring to in the beginning, so teaching towards higher thinking levels is more accessible.
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