SOLO Taxonomy, the Registered Teacher Criteria, and "open to learning" conversations. by HookED Educational Consultancy

SOLO and opening “open to learning” conversations.

Pam Hook pam.hook@gmail.com www.pamhook.com

Why is this important? Conversations about the quality of performance are difficult because they have the potential to threaten relationships by triggering discomfort and defensiveness. In the face of such threats, leaders often experience a dilemma between pursuit of their change agenda and protection of their relationships. Robinson, V. (2009). | Open-to-learning Conversations: Background Paper. Module 3: Building Trust in Schools Through Open-to-learning Conversations. First-time Principals Programme. The University of Auckland.

An ontological understanding of dialogue in education Alexander M. Sidorkin 1996 p52 -54 http://sidorkin.net/pdf/dis.pdf

SOLO Taxonomy - Biggs and Collis 1982 The Structure of Observed Learning Outcomes Biggs, J.B., and Collis, K.F. (1982) Evaluating the Quality of Learning-the SOLO Taxonomy (1st ed) New York: Academic Press.

Prestructural Unistructural

Multistructural

Relational

Extended Abstract

Functioning Knowledge

Declarative Knowledge

SOLO Functioning Knowledge Rubric

Prestructural

Unistructural

Multistructural

Relational

Extended abstract

Learning Intention [verb] [content] [context]

[Needs help]

[if directed]

[aware but no reasons – makes mistakes]

[purposeful – strategic – knows why and when – can identify mistakes]

[new ways -seeks feedback to improve – acts as role model – teaches others]

Effective strategies

Onehunga Primary School

SOLO in "open to learning" conversations.

What are the skills involved in the development of trust Robinson, V. M. J., Hohepa, M., & Lloyd, C. (2009)

• describe problematic situations, • listen to others’ views, • detect and challenge their own and others’ assumptions, • invite consideration of alternative views, • give and receive negative feedback, and • deal constructively with conflict. © HookED Pam Hook, 2012. All rights reserved.

SOLO levels of Key Components of an Open-to-learning Conversation about an Issue of Concern. Robinson, V. M. J., Hohepa, M., & Lloyd, C. (2009)

Multistructural • Describe your concern as your point of view.

Relational • Explain what your concern is based on.

Extended abstract • Detect and check important assumptions.

Multistructural

• Invite others’ point of view.

• Paraphrase their point of view and check.

Extended abstract

• Establish common ground.

• Make a plan to get what you both want.

Guiding Values

Increase the Validity of Information 

Information includes thoughts, opinions, reasoning, inferences and feelings

Effective Strategies   

Increase Respect

 



Treat others as well intentioned, as interested in learning and as capable of contributing to your own.



Increase Commitment



Foster ownership of decisions through transparent and shared processes



Disclose the reasoning that leads to your views Provide examples and illustrations of your views Treat own views as hypotheses rather than taken for granted truths Seek feedback and disconfirmation Listen deeply, especially when views differ from your own Expect high standards and constantly check how you are helping others to reach them. Share control of the conversation including the management of emotions. Share the problems and the problemsolving process Require accountability for collective decisions Foster public monitoring and review of decisions

Robinson, V. ©M. J., Hohepa, C. (2009) HookED Pam Hook, M., 2012.&AllLloyd, rights reserved.

SOLO Functioning Knowledge Rubric Learning Intention [verb] [content] [context]

Describe your concern as your point of view. [MS] Explain what your concern is based on. [R] Effective strategies

Prestructural

Unistructural

Multistructural

Relational

Extended abstract

[Needs help]

[if directed]

[aware but no reasons – makes mistakes]

[purposeful – strategic – knows why and when – can identify mistakes]

[new ways -seeks feedback to improve – acts as role model – teaches others]

Increasing the validity of the information Information includes thoughts, opinions, reasoning, inferences and feelings

Provide examples and illustrations of your views

Disclose the reasoning that leads to your views

Treat own views as hypotheses rather than taken for granted truths

Seek feedback and disconfirmation

SOLO Functioning Knowledge Rubric

Prestructural

Unistructural

Multistructural

Relational

Extended abstract

Learning Intention [verb] [content] [context]

[Needs help]

[if directed]

[aware but no reasons – makes mistakes]

[purposeful – strategic – knows why and when – can identify mistakes]

[new ways -seeks feedback to improve – acts as role model – teaches others]

Invite others’ point of view. [MS]

Effective strategies

Increase respect Treat others as well intentioned, as interested in learning and as capable of contributing to your own.

Seek feedback and disconfirmation

Listen deeply, especially when views differ from your own

Share control of the conversation including the management of emotions.

SOLO Functioning Knowledge Rubric Learning Intention [verb] [content] [context]

Establish common ground. [EA] Make a plan to get what you both want. [EA] Effective strategies

Prestructural

Unistructural

Multistructural

Relational

Extended abstract

[Needs help]

[if directed]

[aware but no reasons – makes mistakes]

[purposeful – strategic – knows why and when – can identify mistakes]

[new ways -seeks feedback to improve – acts as role model – teaches others]

Increasing commitment Foster ownership of decisions through transparent and shared processes

Share the problems and the problemsolving process

Require accountability for collective decisions

Foster public monitoring and review of decisions

SOLO Reflective Questions Rubrics http://pamhook.com/wiki/Reflective _Question_Rubrics

Leonard: So, Sheldon. How ya doing?

Sheldon: That's how you start a psychotherapy session. How am I doing? I was promised a riverboat journey into the jungles of my subconscious. Instead I get the same question I hear from the lady who slices my baloney at Ralph's. Quote - The Big Bang Theory - The Pants Alternative 2010

Using evidence to set next learning steps for target children. Prestructural

I need help to use evidence in my planning and teaching for target children.

Unistriuctural

My planning and teaching for target children is based on evidence from one assessment tool such as a running record.

Multistructural

My planning and teaching for target children is based on evidence from a broad range assessment tools. e.g. Running Records, PAT listening & reading comp, STAR, asTTle reading, informal observations, learning conversations, self/peer assessment , Observational Survey, PROBE, BURT reading/spelling, GKR (Phonemic Awareness Test)

Relational

Extended Abstract

My planning and teaching is based on evidence from a broad range of assessment tools and I can use this information in a diagnostic way to identify strengths and specific next steps in learning.

My planning and teaching is based on evidence from a broad range of assessment tools, I can use this information in a diagnostic way to identify strengths, specific next steps next steps in learning and I actively involve the students in this process.

Evidence based teaching is when I use the information from assessment tools to set targets for individual students which inform my planning and teaching. http://assessment.tki.org.nz/

Giving written feedback on student learning outcomes Prestructural

Unistructural

Multistructural

Relational

Extended Abstract

I give written feedback that targets a learning intention if directed

I give written feedback that targets specific learning intentions.

AND I identify specific, proximal, and hierarchical next learning steps AND explain how to go about achieving them.

AND I seek peer and student feedback about the effectiveness of my written feedback in helping students identify/achieve the next steps

WRITTEN FEEDBACK

  

Learning Intention Where to Next Action

Examples

I need help to give written feedback that targets a learning intention e.g Surface features/ deep features/ structure/ content/ ideas/grammar/ audience awareness

”well done” “come and see me” “great work”

However, when this feedback fails to motivate students to achieve learning goals I don’t know how I should do things differently

AND I use this feedback to inform my future practice. Your strengths are … Next time I suggest you concentrate on [X] You could do this by [Y]

Prestructural

Unistructural

Multistructural

Relational

Extended abstract

e-portfolios Digital Literacy I need help to

My students eunderstand what an portfolios contain e-portfolio is photos of the student in different learning situations.

I need help to follow I can follow the the guidelines for guidelines if I am Professional putting student directed to do this Standards Guidelines for using information online

E-awareness

student information online

My students eportfolios contain digital evidence of student learning outcomes (such as videos, photos, discussion, voice capture)

My students eportfolios contain digital evidence of student learning outcomes (such as videos, photos, discussion, voice capture) This evidence is linked to specific learning goals (comments, quotes, learning stories) I am aware of the I follow the guidelines guidelines, but I am not and I know where and sure when and where I when to use them. should use them (trial and error)

My students e-portfolios contain digital evidence of student learning (such as videos, photos, discussion, voice capture) This evidence is linked to specific learning goals. I seek evaluation, feedback and feed forward from the student and others involved with the student to set next learning steps I follow the guidelines and I know where and when to use them. I am looking at ways of improving the use of student material online.

(School Policy Statement)

Technological Literacy Tools

I need help to use tools to put student material online (editing a page etc)

I can use a tool if I am shown how to (editing a page, uploading photos)

I am aware of lots of tools that I can use but Iâ&#x20AC;&#x2122;m not sure when and where to use them

I use tools for a I share my knowledge of purpose and can tools seek opportunities to explain why I have used help others and to improve a particular tool my own tool use

Fairhaven School

Co-constructed Self Management Rubric

E-learning - ICT use aligned to a learning intention.

Prestructural

Unistructural

Multistructural

Relational

Extended Abstract

I need help to use ICTs aligned to an identified learning intention..

I use ICTs aligned to an identified LI when I am directed to on the team long term plan.

I use a number of different ICT tools that are on my team long term plan but I am not sure why or when is best to use them so I make mistakes.

I use ICTs to support an identified learning intention and can explain why/how my ICT supports an identified learning intention in my planning.

I seek feedback and make judgements about which ICT use is most appropriate for meeting my learning intention.

e.g. Our school uses mathletics for maths. I use the IWB like a whiteboard eg. I can use the pen on the IWB to write. I used Glogster because it was suggested at our team meeting.

e.g. multistructur al LI relational LI extended abstract LI

Effective Strategies

[insert strategies suggested by students and teachers]

e.g. Our school uses Mathletics, Digistore and Rainforest Maths for maths. I am aware I can use many tools on the IWB. eg. I can use the pen, ruler, rubber, internet and my content. I am aware the tools you can use in Glogster will engage my class. Eg, video, sound, image, text, graphics.

e.g. I group my students in mathletics so they can focus on the learning intention at e.g. When we learn geometry their level. I can select the we use ‘triangle trouble’ from best tool to meet a LI and explain why it meets my LI. Mathletics because we are eg. I have selected to use the learning to classify triangles. protractor rather than I can say why I have chosen Skillwise because I can use my the tool I am using on the IWB and how it supports our own examples. I have selected to use Glogster rather than LI. eg. I am using the Power Point because: it is able protractor on the IWB to be viewed by a wider because it is big, clear, audience and can develop moveable and I can make a home-school partnerships, it movie to continue the modelling while my students links between content on one page, it is easily embeddable, are working. it is easy to use and students I am using Glogster with my can continue work on it from students because it enables home. my students to connect multi-literacies to show their understanding.

SustainED ICTPD Cluster

Prestructural

Unistructural

Multistructural

I know that teacher expectations have been shown to influence student motivation, but I am not confident I know what “having high expectations” means in terms of my classroom practice.

I have high expectations for the learning outcomes of my students in my classroom practice.

I have high expectations based on assessment of student capability for the learning outcomes of my students in my classroom practice and I set an appropriate pace for learning

Relational

Extended Abstract

CO-CONSTRUCTED TEACHER SELF ASSESSMENT RUBRIC

High expectations linked to student capabilities

AND

I set specific, proximal I use formative and and hierarchical summative learning goals. assessment and feedback from I continually seek students and my feedback on / peers to inform my assessment of my future teaching students’ capabilities practice. so that the high expectations I hold are realistic, achievable and supported by my teacher practice.

However, when it doesn’t work out I don’t know why my students do not meet my expectations. BES #1. Quality teaching is focused on student achievement (including social outcomes) and facilities high standards of student outcomes for heterogeneous groups of students. “The teacher establishes and follows through on appropriate expectations for learning outcomes and the pace at which learning should proceed.” “High expectations are necessary but not sufficient, and can be counterproductive, when not supported by quality teaching.” Academic norms are strong and not subverted by social norms. Alton-Lee 2003 BES

SOLO Functioning Knowledge Rubric

Prestructural

Unistructural

Multistructural

Relational

Extended abstract

Learning Intention [verb] [content] [context]

[Needs help]

[if directed]

[aware but no reasons – makes mistakes]

[purposeful – strategic – knows why and when – can identify mistakes]

[new ways -seeks feedback to improve – acts as role model – teaches others]

Effective strategies

Registered Teacher Criteria SOLO Rubrics http://pamhook.com/wiki/Registered_Teacher_Criteria_Rubrics PROFESSIONAL RELATIONSHIPS AND PROFESSIONAL VALUES Fully registered teachers engage in appropriate professional relationships and demonstrate commitment to professional values.

1. Fully registered teachers establish and maintain effective professional relationships focused on the learning and wellbeing of all akonga File:SOLO rtc 1 rubric.pdf 2. Fully registered teachers demonstrate commitment to promoting the well-being of all akonga File:SOLO rtc 2 rubric.pdf 3. Fully registered teachers demonstrate commitment to bicultural partnership in Aotearoa New Zealand File:SOLO rtc 3 rubric.pdf 4. Fully registered teachers demonstrate commitment to ongoing professional learning and development of personal professional practice File:SOLO rtc 4 rubric.pdf 5. Fully registered teachers show leadership that contributes to effective teaching and learning File:SOLO rtc 5 rubric.pdf

PROFESSIONAL KNOWLEDGE IN PRACTICE Fully registered teachers make use of their professional knowledge and understanding to build a stimulating, challenging and supportive learning environment that promotes learning and success for all akonga 6.Fully registered teachers conceptualise, plan and implement an appropriate learning programme File:SOLO rtc 6 rubric.pdf 7. Fully registered teachers promote a collaborative, inclusive and supportive learning environment File:SOLO rtc 7 rubric.pdf 8.Fully registered teachers demonstrate in practice their knowledge and understanding of how akonga learn File:SOLO rtc 8 rubric.pdf 9. Fully registered teachers respond effectively to the diverse language and cultural experiences,and the varied strengths, interests and needs of individuals and groups of akonga File:SOLO rtc 9 rubric.pdf 10. Fully registered teachers work effectively within the bicultural context of Aotearoa New Zealand File:SOLO rtc 10 rubric.pdf 11. Fully registered teachers analyse and appropriately use assessment information, which has been gathered formally and informally File:SOLO rtc 11 rubric.pdf 12. Fully registered teachers use critical inquiry and problem solving effectively in their professional practice File:SOLO rtc 12 rubric.pdf

Pam Hook pam.hook@gmail.com www.pamhook.com