“Surface to Deep” on Friday was a remarkable day of teachers sharing their professional practice.
Teachers from the Kahukura Community of Learning – Christchurch South Intermediate School, Sacred Heart School, Thorrington School, Addington Primary, Sommerfield School, West Spreydon and Cashmere Primary School – gathered together for a day focused on shifting from surface to deep learning outcomes.
It was a fabulous demonstration of the depth of teacher expertise in SOLO based pedagogies for deep learning in the cluster and the wider Christchurch community.
We started the day learning about the most recent New Pedagogies for Deep Learning networking event in Vancouver from the Kahukura cluster leaders.
Christchurch to Vancouver and Back – ‘Where to from here for Kahukura?’
(Jared Fretwell, Cade Englefield , Chris Panther and Ross Hastings)
The follow up teacher workshops provided very practical description and analysis of the SOLO strategies that create shift.
Check out the teacher workshop descriptors below
SOLO Workshops
Round 1 – 11.30 a.m. – 12.10 p.m.
a.) Moving from Surface to Deep Sustainability Learning
Libby Aitken and Kelly McIntosh – Christchurch South Intermediate
Participants will develop an understanding of how SOLO Taxonomy has been used to deepen and make visible students learning inside the deep learning theme of Sustainability. This process could be replicated across any deep learning experience and practical takeaway resources will be provided.
b.) Moving through the pivot point from multistructual to relational and extended abstract thinking
Melody McCombe – Christchurch South Intermediate
Participants will be provided with practical examples of how to shift students past multistructural learning and thinking across the curriculum. Pedagogical approaches demonstrated could be replicated across any deep learning experience and practical takeaway resources will be provided.
c.) Connecting the dots – getting relational with SOLO
Susan Pageot – Waimairi School
How to draw out deeper connections using maps, rubrics and reflective tools in the senior primary classroom. There will be a focus on constructive alignment and manipulating the tools for literacy.
Round 2 – 12.15 – 12.55 p.m.
a.) Getting started – from theory to practice
Lynley Cummack – Waimairi School
Practical and actual examples and ideas to get kids using SOLO maps and rubrics
How we have gotten the students using the maps and rubrics to deepen their learning
Making learning visible for students, parents and teachers
It doesn’t matter where you are, it only matters that you don’t stay there!
b.) Going SOLO: an intentional approach to teaching and learning across the curriculum
Joy Williams – Waitākiri Primary School
How can using SOLO and the SOLO HOT Maps help students make shifts from surface (Unistructural/Multistructural) to deeper (Relational) and conceptual (Extended Abstract) levels of understanding? Practical examples of the positive effects of using the SOLO HOT maps with Year 0 – 4 students.
c.) Successful SOLO: Tips and Tales from the Roydvale Rookies
Anke Beckers-Yu – Roydvale School
Our journey 0-2 years in SOLO: The process we have taken to get SOLO up and running school wide, including what it now looks like for us.
Small but steady steps: Ensuring progress and success.
Simplifying the tricky parts to make it work for you.
Examples of how it can look in the classroom.
Reflection on the day was very upbeat
