Embedded Files
The following includes a brief explanation of Learning Activities, as well as examples of how Learning Activities is being applied in current practice in the VTaL Google+ Community. Included are different aspects of the Practicing Teaching Criteria that links to the use of Learning Activities. There are also references of how Learning Activities connects to the 7 Principles of Learning from the Nature of Learning, published by the OECD Project Innovative Learning Environment.
Learning Activities
Learning Activities
The purpose and benefit of the Learning Activities slide deck is to enable students to progress through levels via learning activities that are communicated to students, and follow various stages of the SOLO taxonomy matrix.
The progression of learning activities can be communicated on different slides within the same slide deck. The levels and progressions can be represented using different coloured slides, as well as language and descriptors from the SOLO taxonomy matrix.
The VTaL Visible Teaching and Learning Google+ Community is a public community that is completely visible and accessible to all users.
The section on Learning Activities includes posts that cover topics such as:
- SOLO relating to Year 10 Project Planning - Karen Ferguson, DVC
- SOLO project planning sheet - Karen Ferguson, DVC
- SOLO questions - Karen Ferguson, DVC
- Example of SOLO used as the structure for product analysis in DVC - Karen Ferguson, DVC
Practising Teacher Criteria
Practising Teacher Criteria
The following are various aspects of Practising Teaching Criteria that relates to the use of Learning Activities.
Respond effectively to the diverse language and cultural experiences, and the varied strengths, interests and needs of individuals and groups of ākonga
- demonstrate knowledge and understanding of social and cultural influences on learning, by working effectively in the bicultural and multicultural contexts of learning in Aotearoa New Zealand
- select teaching approaches, resources, technologies and learning and assessment activities that are inclusive and effective for diverse ākonga
- modify teaching approaches to address the needs of individuals and groups of ākonga
Reflective Questions
Reflective Questions
The following are reflective questions that relates to the use of Learning Activities.
"Enable students to progress through higher order thinking"
- Do you use SOLO Learning Activities to enable students to develop higher order thinking skills?
- If not, do you use other learning tools to enable students to develop higher order thinking skills?
- Why or how do the SOLO Learning Activities or other learning tools meet the learning needs of Ākonga?
- Do these tools align with Visible Teaching and Learning eg. accessible to Ākonga, teaching colleagues, support staff and other professionals, whānau and other carers of ākonga, agencies, groups and individuals in the community?
- What professional development are you undertaking to further develop your understanding and implementation of SOLO Learning Activities in teaching and learning programs?
7 Principles of Learning
7 Principles of Learning
The following are different aspects of the 7 Principles of Learning that relates to the use of Learning Activities.
Recognising individual differences
The learning environment is acutely sensitive to the individual differences among the learners in it, including their prior knowledge.
OECD The Nature of Learning, 2016The learning environment devises programmes that demand hard work and challenge from all but without excessive overload.
OECD The Nature of Learning, 2016Report abuse