SOLO Effective Pedagogy Rubrics
| Line 3: | Line 3: | ||
'''HookED Effective Pedagogy Rubrics''' | '''HookED Effective Pedagogy Rubrics''' | ||
| − | ''Creating a Supportive Learning Environment'' | + | '''''Creating a Supportive Learning Environment''''' |
*- Belonging | *- Belonging | ||
[[File:HookED SupportiveLearningEnvironment Belonging.pdf]] | [[File:HookED SupportiveLearningEnvironment Belonging.pdf]] | ||
| Line 13: | Line 13: | ||
[[File:HookED SupportiveLearningEnvironment CulturalIdentity.pdf]] | [[File:HookED SupportiveLearningEnvironment CulturalIdentity.pdf]] | ||
| − | ''Encouraging Reflective Thought and Action'' | + | '''''Encouraging Reflective Thought and Action''''' |
*- SOLO taxonomy as a common language of learning outcomes | *- SOLO taxonomy as a common language of learning outcomes | ||
*- Questioning | *- Questioning | ||
*- Learning interventions - ICTs | *- Learning interventions - ICTs | ||
| − | ''Enhancing the Relevance of New Learning'' | + | '''''Enhancing the Relevance of New Learning''''' |
*- SOLO Taxonomy as a model of learning | *- SOLO Taxonomy as a model of learning | ||
| Line 24: | Line 24: | ||
*- Co-operative learning | *- Co-operative learning | ||
| − | ''Making Connections to Prior Learning and Experience'' | + | '''''Making Connections to Prior Learning and Experience''''' |
*- Links to prior experience | *- Links to prior experience | ||
| − | ''Providing Sufficient Opportunities to Learn'' | + | '''''Providing Sufficient Opportunities to Learn''''' |
*- Sufficient opportunities | *- Sufficient opportunities | ||
*- Differentiation | *- Differentiation | ||
| − | ''Teaching as Inquiry'' | + | '''''Teaching as Inquiry''''' |
*- Continual improvement | *- Continual improvement | ||
| − | ''Powerful assessment'' | + | '''''Powerful assessment''''' |
*- Learning intentions | *- Learning intentions | ||
*- Success criteria | *- Success criteria | ||
Revision as of 04:01, 29 June 2014
SOLO Effective Pedagogy Rubrics
HookED Effective Pedagogy Rubrics
Creating a Supportive Learning Environment
- - Belonging
File:HookED SupportiveLearningEnvironment Belonging.pdf
- - High expectations linked to student capabilities
File:HookED HighExpectations RUBRIC.pdf
- - Respect
File:HookED SupportiveLearningEnvironment Respect.pdf
- - Respect and affirm cultural identity (including gender identity)
File:HookED SupportiveLearningEnvironment CulturalIdentity.pdf
Encouraging Reflective Thought and Action
- - SOLO taxonomy as a common language of learning outcomes
- - Questioning
- - Learning interventions - ICTs
Enhancing the Relevance of New Learning
- - SOLO Taxonomy as a model of learning
Facilitating Shared Learning
- - Co-operative learning
Making Connections to Prior Learning and Experience
- - Links to prior experience
Providing Sufficient Opportunities to Learn
- - Sufficient opportunities
- - Differentiation
Teaching as Inquiry
- - Continual improvement
Powerful assessment
- - Learning intentions
- - Success criteria
- - Feedback
- - Self and peer assessment
Also
- - Open to learning conversations. File:HookED OTL Conversations.pdf
- - Giving written feedback. File:HookED Written Feedback Rubric.pdf
- - Using evidence to set next steps. File:HookED Using evidence to set next learning steps for target children.pdf
Shane Campbell Effective Pedagogy Rubrics
- - SOLO Journey (Principal Shane Campbell Maungaturoto School). File:HookED SOLO Journey Rubric Shane Campbell.pdf
- - SOLO Priority Learners Rubric File:HookED SOLO Priority Learners Rubric Shane Campbell.pdf
- - SOLO Teacher Planning File:HookED Teacher Planning Rubric Shane Campbell.pdf
New Zealand Curriculum Principles
- - High Expectations NZC Principle). File:HookED HighExpectations RUBRIC.pdf
- - Inclusion
- - Treaty of Waitangi.
- - Coherence
- - Community Engagement
- - Cultural Diversity
- - Future Focus
- - Learning to Learn
With reference to: Ministry of Education. (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1–13 Wellington: Learning Media
Alton-Lee, A. (2003) Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES). Ministry of Education.
