Research is active curiosity with a purpose in mind.
One of the most satisfying aspects of our work over the years has been that it is anchored to and informed by classroom practice - started from classroom student observations - "Classroom Observational Rounds"
We spent time observing students in a variety of classes in our schools and gradually came to form a clearer focus.
The question we focused on was "what learning environments supported and assisted students to become more engaged in their learning?"
We were interested in how students learned; how they could become more engaged in and have greater ownership of their learning; how they could collaborate better; and how they could self regulate their behaviours... not much really!
authentic classroom based
A teaching strategy cannot be truely authentic unless it is anchored to classroom practice.
We have been involved in developing and refining our philosophy and strategies in classrooms since 2010. During this time we discovered which strategies worked best for our students.
Our students were invited to tell us what they liked and didn't like, what was helpful to their learning and engagement and why. They also gave us an indication of what was less effective.
We were also keen to build our knowledge through our own research, particularly in regards to the emotional environment that promotes connections and engagement. By overlaying the two we then developed some "theories of action" which we then pursued.
Student feedback has always been positive. When theory is applied in the classroom and practice is gradually adjusted based on outcomes, observation and feedback a more precise and effective strategy emerges.
STUDENTS @ THE CENTRE
The Victorian Curriculum F-10 is not set out according to nominal year levels that equate to particular school grades but to developmental levels that point to current levels of achievement and allow for appropriate planning for expected levels of achievement.
In this, the Victorian Curriculum F-10 design facilitates the increased focus in Victorian schools on the concept of the development of personalised learning programs for all students, where the curriculum delivery is planned in relation to the actual learning level of each student rather than their assumed level of learning.
This is consistent with Vygotsky’s now widely-cited concept of the ‘zone of proximal development’, recently re-expressed by Masters:
"It is well understood at the level of the classroom that successful learning is more likely when individual learners are given learning opportunities appropriate to their current levels of achievement and learning needs" (2013, p. 2)
The S.O.L.E. strategy does support the concept that students access the curriculum at their individual cognitive level,however, they do access further information through the interactions and conversations with their peers and teachers and also during the application of knowledge phase.
INNOVATIVE CURRICULUM DESIGN
S.O.L.E. allows teachers to deliver the curriculum in a more engaging way for their students.
If you start with the end in mind, the question should be easier to frame. The key to getting students thinking is to challenge them with a question and to tap into their curiosity.
Framing the question is crucial. Teachers need to know the curriculum; they need to know where they want their students to go in their learning; they need to know the concepts they want their students to be exposed to and they need to frame the S.O.L.E. provocation with this in mind.
The question should be framed to allow students scope to research the topic and discover information around the topic of investigation. The internet provides so much information...part of what we try to do is to assist students to turn information into knowledge.
What we have found is that as students research, they discover a broader amount of information then they would if the content was delivered in a more conventional manner.
Contemporary research highlights the necessity to put the learning into context for the students; to discuss why it is relevant.
Learning Intentions are used in many classrooms and can certainly be implemented in a S.O.L.E. session. Success Criteria can also be developed for students as a form of tracking and providing feedback to students.
We have found that in most sessions students can discover key concepts in their research without referring to a success criteria. If students do not find the key concepts the Success Criteria can re-focus their investigations.
Teachers can also deliver a more explicit lesson to fill any gaps in the learning and in response to their assessments.