SOLO Effective Pedagogy Rubrics
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== SOLO Effective Pedagogy Rubrics == | == SOLO Effective Pedagogy Rubrics == | ||
| − | '''HookED 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 - [[File:HookED EncouragingReflection SOLOCommonLanguage.pdf]] |
| − | + | *- Questioning - [[File:HookED EncouragingReflection Questioning.pdf]] | |
| − | *- | + | *- Learning interventions - ICTs - [[File:HookED EncouragingReflection LearningInterventions ICTs.pdf]] |
| − | *- | + | |
| − | '' | + | '''''Enhancing the Relevance of New Learning''''' |
| − | *- SOLO | + | *- SOLO Taxonomy as a model of learning - [[File:HookED EnhancingRelevanceNewLearning SOLOTaxonomy.pdf]] |
| − | + | ||
| − | + | ||
| − | '' | + | '''''Facilitating Shared Learning''''' |
| − | *- | + | *- Co-operative learning - [[File:HookED FacilitatingSharedLearning CooperativeLearning.pdf]] |
| − | '' | + | '''''Making Connections to Prior Learning and Experience''''' |
| − | *- | + | *- Links to prior experience - [[File:HookED MakingConnectionsToPriorLearning Links.pdf]] |
| − | '' | + | '''''Providing Sufficient Opportunities to Learn''''' |
| − | + | *- Sufficient opportunities - [[File:HookED ProvidingSufficientOpportunitiesToLearn Opportunities.pdf]] | |
| − | + | ||
| − | ''Providing Sufficient Opportunities to Learn'' | + | |
| − | *- Sufficient opportunities | + | |
*- Differentiation | *- Differentiation | ||
| − | ''Teaching as Inquiry'' | + | '''''Teaching as Inquiry''''' |
| − | *- Continual improvement | + | *- Continual improvement - [[File:HookED TeachingAsInquiry.pdf]] |
| − | '' | + | '''''Purposeful assessment''''' |
| − | *- Learning intentions | + | *- Learning intentions - [[File:HookED PurposefulAssessment LearningIntentions.pdf]] |
| − | *- Success criteria | + | *- Success criteria - [[File:HookED PurposefulAssessment SuccessCriteria.pdf]] |
| − | *- Feedback | + | *- Feedback - [[File:HookED PurposefulAssessment Feedback.pdf]] |
| − | *- Self and peer assessment | + | *- Self and peer assessment - [[File:HookED PurposefulAssessment SelfPeerAssessment.pdf]] |
| Line 46: | Line 42: | ||
*- Using evidence to set next steps. [[File:HookED Using evidence to set next learning steps for target children.pdf]] | *- Using evidence to set next steps. [[File:HookED Using evidence to set next learning steps for target children.pdf]] | ||
| − | ''New Zealand Curriculum Principles | + | ==='''''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]] | ||
| + | *- SOLO Accelerating Progress of Priority Learners [[File:HookED Accelerating Progress Rubric Shane Campbell.pdf]] | ||
| + | |||
| + | ==='''''HookED New Zealand Curriculum Principles'''=== | ||
*- High Expectations NZC Principle). [[File:HookED HighExpectations RUBRIC.pdf]] | *- High Expectations NZC Principle). [[File:HookED HighExpectations RUBRIC.pdf]] | ||
*- Inclusion | *- Inclusion | ||
| Line 56: | Line 58: | ||
*- Learning to Learn | *- 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. | |
| + | |||
</div> | </div> | ||
{{HookEDwiki navbar}} | {{HookEDwiki navbar}} | ||
</div> | </div> | ||
Latest revision as of 02:00, 30 July 2014
Contents |
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 - File:HookED EncouragingReflection SOLOCommonLanguage.pdf
- - Questioning - File:HookED EncouragingReflection Questioning.pdf
- - Learning interventions - ICTs - File:HookED EncouragingReflection LearningInterventions ICTs.pdf
Enhancing the Relevance of New Learning
- - SOLO Taxonomy as a model of learning - File:HookED EnhancingRelevanceNewLearning SOLOTaxonomy.pdf
Facilitating Shared Learning
- - Co-operative learning - File:HookED FacilitatingSharedLearning CooperativeLearning.pdf
Making Connections to Prior Learning and Experience
- - Links to prior experience - File:HookED MakingConnectionsToPriorLearning Links.pdf
Providing Sufficient Opportunities to Learn
- - Sufficient opportunities - File:HookED ProvidingSufficientOpportunitiesToLearn Opportunities.pdf
- - Differentiation
Teaching as Inquiry
- - Continual improvement - File:HookED TeachingAsInquiry.pdf
Purposeful assessment
- - Learning intentions - File:HookED PurposefulAssessment LearningIntentions.pdf
- - Success criteria - File:HookED PurposefulAssessment SuccessCriteria.pdf
- - Feedback - File:HookED PurposefulAssessment Feedback.pdf
- - Self and peer assessment - File:HookED PurposefulAssessment SelfPeerAssessment.pdf
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
- - SOLO Accelerating Progress of Priority Learners File:HookED Accelerating Progress Rubric Shane Campbell.pdf
HookED 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.
