Topic outline

  • Overarching Learning Framework

  • Topic 1: An Overview

    Pedagogy Pieces: Visible Learning At St James Primary

    2015, Article 1: How do we teach and learn at St James?

    At St James Primary, we apply the principles of visible learning to all our educative practice. To quote from John Hattie, a leading Australian educational researcher and consultant, visible learning “involves impacting on the love of learning, inviting students to stay in learning, and seeing the ways students can improve their healthy sense of being, respect for self, and respect for others, as well as enhancing achievement.” (John Hattie, Visible Learning for Teachers, 2012).

    Take a minute to find out a few basic facts on Hattie’s research

    In 2011, staff at St James began an intensive learning journey focussed on implementing top pedagogical changes that specifically target improvement of student achievement and engagement. Now, with the exciting introduction of an Australian curriculum that connects strongly to our pedagogy, and the work published by educationalists such as John Hattie, Michael Absolum, John Biggs and Pam Hook, our journey of learning continues with clear focus and deliberate change. As 2015 begins, we enter the final phase of the teacher education program. However our learning and application of the best practice possible will never end.

    The focus pedagogical areas connected to the application of planning, teaching, learning and assessment practice at St James are: the inquiry process of learning; assessment for/as/of learning; and the SOLO cognitive taxonomy.

    Learning Framework  

    Above: Framework for the teacher education program at St James, 2012-2015:  “STEPPING INTO Assessment for Learning”

    Each fortnight in the newsletter I will walk you through the focus areas that are making learning visible at St James. You will find out what we are doing, why, how, and the impact this has on student learning and achievement.

    The beginning of year information sessions for parents, caregivers and interested community members will be held in the St James multipurpose centre toward the end of Term 1. We will send out the time for this at a later date. During the Kindergarten meeting held with teachers, I will give a brief overview of our pedagogy.

    I look forward to sharing our visible learning journey at St James with you.

    Cate Green, Leader of Pedagogy at St James Primary. 

    • Topic 3: Flying SOLO at St James( Structure of Observed Learning Outcomes)

      Visible Learning At St James Primary- Pedagogy Pieces

      Flying SOLO at St James( Structure of Observed Learning Outcomes)

      The new Australian curriculum identifies creative and critical thinking as very important learning to assist students to live and work successfully in the 21st century.

      The main levels of understanding are “surface, deep and conceptual. The most powerful model for understanding these levels and integrating them into learning…..is the SOLO model developed by Biggs and Collis, 1982)” (John Hattie 2012).

      At St James, we use the framework and the verbs of the SOLO taxonomy to

      • assist teachers to teach to all student levels of understanding
      • assess students on all levels of understanding
      • teach students to think more deeply about their learning.

       

       Teachers and students write their learning intentions using the verbs from the SOLO chart.

      Solo is explained by eight year olds

               SOLO is explained using Lego 

           

       These verbs identify the level of understanding that the students are working at.

              

       

      The SOLO framework is also used to design learning tasks.

                         

      SOLO is used to assess student learning.

           Why SOLO is important

      How you can help at home   

       You can support this learning through talking with your child.  For example, ask questions after reading such as “How would describe….?”, “Can you explain why…?”, “Predict what might happen next?” You can teach your child to classify things into groups, sequence events in a story, make a statement (generalise) about what you understand about a topic, talk about why we do things and what would happen if we didn’t (analyse), formulate questions, create a “wondering” space on a wall to post these questions,  imagine……take a guess or hypothesise…..justify or give reasons why you think that way.

      BECOME AWARE OF YOUR LEVELS OF THINKING too.                                              

      Cate Green, Leader of Pedagogy.

       

        

      • Topic 5: Making Learning Clear At St James Part 2

      • Topic 6: Assessment Together- the three A's

        • Topic 7: Student Self- Concept