SOLO - Structure of the Observed Learning Outcome.

SOLO can be used in all areas of learning to help triangulate where students are at. It was developed are researching samples of students thinking in many different subjects and levels.

This model helps to describe the structure of learning, making it clear to students and teachers. It doesn't matter if it is an activity, inquiry unit or class programme. There are five levels of understanding and students can be working at any one of them. This works well of transferable skills and specific skills.

SOLO helps students to build meta-cognition, self regulation, self- efficiency, engagement and resilience in learning.

Helping everyone to discuss what they are doing, how well it is working, and what should or could happen next.

I like how the five levels can be broken into pre, surface, deep and conceptual or constructed knowledge.



As a Staff we decided to make it relevant to our students by breaking the 5 levels into pictorials and words our students would understand. Whanākitanga Whare Year 5 and 6's come up with a balloon party visual.

Digital Fluency - Session 9 (Final Day) Ubiquitous Learning

Ubiquitous Learning

The main time for learning is 9am to 3pm. However, with digital learning, we can stretch out the hours of the school day.  Not expecting anyone to work 12 hours a day. But students have the option to choose when they want to do extra learning that many take for granted that others in lower decile schools don't have the chance to, due to circumstances. - It is not just children glued to a screen 12 hours a day. 

Middle-income families come to school with 300 000 words lower-income children don't always. The summer learning journey helps to continue this ubiquitous learning.

Digital Fluency Final Reflection

The last nine weeks have been awesome. I have learnt a lot and passed level Google Level Two. We have had a range of giggles at silly mistakes that have aided our learning. And there have been times where throwing the Chromebooks might have felt like it could have solved the problem. The Friday sessions will be missed, but we can use other means to catch up and revisit what we have learnt, such as 'google meets' and screencastify. I would like to thank Manaiakalani Educational Trust for providing the funding for this programme, Gerhard and Dorothy for all their input and support in leading the programme.

Before and after, bright-eyed and bushy-tailed in Week 5 Term 2 and now brain overload Week 4 Term 3.

Google Email - Update

Google Mail has some exciting new features. The idea of seeing my calendar or keep as I check emails and can add to them directly from gmail is an awesome experience.

This set of slides I presented at the latest Kootuitui Unconference.

Digital Fluency - Session 8 Empowerment

Cybersmart

Digital Citizen building values for the future in a positive manner.

Term 1 - Smart Learners 
Term 2 - Smart Footprint - Right place at the right time, what is private and what can be shared publicly
Term 3 - Smart Relationships - Connecting with other people, commenting

These fit into literacy. Juniors may focus on Smart Learners and Relationships.

This site is for teachers to use and modify for the purpose of their school, classroom. And should be used in one lesson a week and not just the year you start it is an ongoing tool, as challenges change and classes change.

No negative talk. No referring to cyberbullying. No matter what is your tool it is bullying. This term minimizes this type of bullying and the phrase cyber makes it flash.

A BULLY IS A BULLY!

When something goes wrong take a screenshot. Now no longer a victim you are now empowered. Then email it to 3 adults, because yes adults are busy. 

Hapara

Hapara is empowering as teachers have access to filed and unfiled work. Check sharing and unshared work or work put in the bin. You know that child who never finishes and always drops it in the bin. By checking out the blogs and comments link in Dashboard, you can quickly scan comments students are receiving. Hovering over the title of the comment will expand it so you can read who sent the comment.

You can label students into groups for reading, writing and math (although you need to do this for each folder/subject).

SMURF it - saying to remind students what to do when they open a file.

S - Stop

M - Make a copy

R - Rename it

F - File it

Fusion

You can access and ask for support independently using a ticket system. And through extensions.

Digital Dig 

i-pads

Are not designed as a shared device. There is more to using an i-pad than just busy apps. Of course, all students love whacking a screen. Explain Everything is the main tool, expert teachers have sat and made the tasks for students. These are saved back to their folders and are accessible from Hapara.

What happens at home on an i-pads is different to what happens at school on an i-pad. It is learning the teacher has created.

It is important to start with how to hold an i-pad, looking after it, where to save work and how to open explain everything. How you take a photo and build relationships, "Can I take your photo?" Taking photos is through 'Explain Everything', not the camera role.

Digital Fluency Session 7 - Creating Visible Learning

Making Learning Visible

Learning should be available to those who want and need it. Not everyone needs the same tools or equipment to succeed. Giving 3 people the same yellow bucket/stool doesn't make what is available on the other side of the wall accessible to everyone. Some people need more support with their learning to achieve.

Using Class Websites to make Learning Visible and Accessible.

Learning should be reachable in 3 clicks when accessing a class website. Otherwise, students and whanau lose interest as too hard to find learning. By keeping the year's activities, learning is available at any time and all learning is rewindable. So if they forget or missed a day of school they can check out how it is done and refresh learning for themselves or move ahead when finished.

Storing previous learning is referred to as archiving work, students can find it easily through buttons. A dropdown option can be tricky as mouse control is developing and the mouse can easily slip off the drop-down menu. (We have all done it and had to start over, especially if one dropdown leads to another and another.) Now don't get me wrong they do have a place. Just remember could hinder students learning.

We looked at a range of class sites old and new, to find ideas we like and what combinations of colour, buttons and features work well. I still struggle with weekly slides showing learning and find I am doubling up with planning and then repeating learning intentions and success criteria on learning tasks, as "ERO doesn't do Google". Hopefully, I am misinformed. But I do like multi models where children can select learning they want to know more about and create learning in a meaningful way for them, then share through blogs (Tuhi Mai Tuhi Atu is a great way to get other learners looking at students blogs giving them value and an authentic audience). 

Buttons

Buttons can be an easier way for students to access learning and they can be fun. Buttons can be personalised with photos, other images or words. They can be used to locate subject areas or archived work.

Google Keep

Looking at Google Keep is a great way to track ideas, shopping lists and to-do lists. With checkboxes, you can mark off when you have picked up items or share the list so someone else can pick them up on the way home.  If you have a lot going on you can give set reminders by time or location. So as you drive home your reminder goes off as you go past your next stop. Genius! I wonder if it will remind me to get off the train at the right point so next week I can catch the train to Papakura rather than end up at Manukau again. (Two weeks in a row, but the only one counting is my husband.)

The most exciting part of Google Keep was its ability to type up text. Not just from the microphone (which is great if you want to take notes while talking). But also from an image of text, both previously typed and handwritten.

Google Keep can be added to your phone, here you can easily take photos of text from cards books or journals. Then click on the 3 vertical dots and you can add labels, this helps for finding the note again and categorising. You can even colour code them. There is an option here to grab image text and google retypes the text for you to use. This is great if you have a single text and you wish for a group to use it you can then copy and paste it to anywhere you like, slides, docs, drawings...

If there is a slight mistake after the grab you can even edit the text.

Here is what the notes look like with the text grab.

Google Exam

Exciting within 24 hours we knew whether or not we had passed. It was a great feeling and we are were ready to share our knowledge with a Kootuitui Toolkit.

Even though we nervous going in, it was good to know it was google and so long  as we didn't 'Google' every question we would have time to finish. Although I feel I shouldn't have spent as much time on the short answer questions.

Pace yourself - allow 1 hour for multi-choice and then monitor your time for the senarios or time will get away on you.

To check you are ready you can read up or try the review question at the end of each Unit.