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S.O.L.E. Learning architecture
We have used this Helix representation to depict the various components of our S.O.L.E. strategy. The teacher begins with the outcomes in mind - what is the content that needs to be covered? What is it that you want your students to learn? Once you have established this you need to frame the provocation - in our opinion this is the key.
A great question needs to be one which leads students to uncover the knowledge. At times the information that is required will be basic, in other sessions students will be required to find specific information - it all depends on the session and the goal. There are a number of elements within a S.O.L.E. session that help focus the students and create the learning environment ... For many teachers the use of learning intentions and success criteria are worthwhile strategies to use. It is very good practice to relate the inquiry to previous learning, or an extension of previous learning or making connections to the real world. Once students understand the S.O.L.E. learning protocols and the lesson focus they can self organise their groups and take over. The teacher should allow the learning to happen. Students become skilled in negotiating with each other...who does what in their group; what roles they play and how they can all contribute. |
Students do their research making notes using a variety of methods. We encourage students to put information into their own words and paraphrase if possible. It does depend on the age and ability of the students. Students and teachers are free to utilise a number of methods to record their learning and information. These may include mind-maps, large pieces of paper, ICT apps and programs etc.
Pre and post testing of concepts is something that we encourage teachers to incorporate as a general rule. Pre-testing provides you with information on the student's prior knowledge and what students already know. It also indicates if the provocation needs to be adjusted. You don't want students covering the same ground and learning things they already know.
Post assessment provides teachers with a fast assessment of what the students have discovered and also where any gaps may be in their learning of the key concepts. If there are gaps in the key concepts this provides teachers with the opportunity to do another S.O.L.E. session to focus on this aspect or to provide a focused more teacher directed session to fill in any gaps.
One fantastic outcome of learning through S.O.L.E is that students are generally able learn at their own congnitive level. Capable students are not held back having to wait for others to understand. They are able to find information at their level. If they are able to understand concepts at a higher level than they should be encouraged to by their teacher and the learning environment should be one that allows for this. The flexibility in the groupings allows students to get what they need.
For those students who struggle and who find learning challenging they are supported (not only do their teachers scaffold their learning but their peers also do) They can learn at their individual zone of proximal development and cognitive level of understanding.
As the process is one of sharing and conversation students who have difficulty reading can access the curriculum and concepts through the conversations. They are supported by their peers in many ways e.g. reading, writing, and sharing information and talking about concepts.
Pre and post testing of concepts is something that we encourage teachers to incorporate as a general rule. Pre-testing provides you with information on the student's prior knowledge and what students already know. It also indicates if the provocation needs to be adjusted. You don't want students covering the same ground and learning things they already know.
Post assessment provides teachers with a fast assessment of what the students have discovered and also where any gaps may be in their learning of the key concepts. If there are gaps in the key concepts this provides teachers with the opportunity to do another S.O.L.E. session to focus on this aspect or to provide a focused more teacher directed session to fill in any gaps.
One fantastic outcome of learning through S.O.L.E is that students are generally able learn at their own congnitive level. Capable students are not held back having to wait for others to understand. They are able to find information at their level. If they are able to understand concepts at a higher level than they should be encouraged to by their teacher and the learning environment should be one that allows for this. The flexibility in the groupings allows students to get what they need.
For those students who struggle and who find learning challenging they are supported (not only do their teachers scaffold their learning but their peers also do) They can learn at their individual zone of proximal development and cognitive level of understanding.
As the process is one of sharing and conversation students who have difficulty reading can access the curriculum and concepts through the conversations. They are supported by their peers in many ways e.g. reading, writing, and sharing information and talking about concepts.
