SOLO - the next step

Pam Hook Lincoln Cluster PD

Citizenship
Like the road outisde - there are a number of given rules like the Road Code that govern our collective safety as we use this common space. This is the same as our learning spaces and school.

Example: Wikipedia - collective pool of knowledge. It depends on the input andcollective agreed rules - no trolls, no destroying what we have made.


Check out the poster created by Pam to show the aspects of collective citizenship:

We want to describe, explain and demonstrate citizenship.
SOLO related strategies to give kids a voice as part of our learning space.

What types of citizens can we develop? Different levels of citizenship:

Responsible:

• act responsibly
• obey rules and laws
• Volunteers

Participatory Citizens:

• take a skilled and active role in groups for the common good
• know effective skills for collaboration

Justice Orientated Citizens:

• seek social justice, equity, human rights & moral justice
• take skilled action for social change
• know effective strategies for changing exiting practice

Is there something small in your classroom or school where students could practice one of these levels of citizenship?

Responsible:
Class jobs
Behaviour on the bus
Phone duty
High viz vests

Participatory Citizens:
Bike track safety
Peer mediator
ECO Team
Bus Monitor

Justice Orientated Citizens:
Why is 'respecting things' as issue?
Investigate and take action about why we don't take responsibility.

Why do we think 'service' should be sone by the institution or state?
Investigate why we think service should be the responsibility of someone else.

What is the BIG ISSUE to kids?

What is SOLO?

1. SOLO is just a way of looking at a learning outcome. It is not about a kid. This work at this point in time is multi-structural not this child!

2. SOLO looks at performance - independent learners at the different stages

3. SOLO looks at writing - apply the steps and outcomes of writing.

4. SOLO gives us the PROCESS for making the next step.


We are going to create a 'Tool Box' to move the learners onto the next step.

(Wait for the chart to be sent through by Pam)







How do we move our learners on from pre-structural to abstract?

Task: 
Make a series of questions to arrange around the SOLO display to be a toolbox to scaffold both the teacher and learners.

Students need a strategy or tool to scaffold them moving up the SOLO stages.

Task: 
Investigate the SOLO learning log that identifies prior knowledge, learning from peers, learning and next steps.

Look for the learning intentions - Learning Intention Generator

We then spent valuable time working through a planner as a team and here is the begining of our ideas…

So what:

Work through the SOLO progressions.

Use active verbs and Hot maps.

Find issues that matter to the learners.

Think very carefully about which e-tool if any will be most effective at meeting the learning intention.