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The coronavirus (COVID-19) has prompted teachers to think about how they can help shift student learning from surface to deep when they can no longer rely on being in the same physical space at the same time with students.

Teaching has become more nuanced. When working remotely – our role is not dissimilar to that of a museum professional charged with developing a display or an installation to communicate a message to an audience who will walk through the exhibition space without them. Museum professionals work on the assumption that visitors will often engage with their message when they are not there to explain it. For this reason I have long been interested in strategies for museum exhibit development.

Museum planning includes the whole visitor experience – so it involves planning a space for arrival and welcome, a space for introductions and space to circulate before arriving in the thematic galleries. All of this planning happens within a spiral of continuous feedback. All of this matters when we plan an online learning experiences for our students.

I like thinking about how a museum space was planned to effectively communicate a message to a diverse audience – an audience who is free to walk through using any route that appeals? Museum professionals must ask: What knowledge and information do we wish to communicate? Where do we place the display cases on the floor? What order will visitors approach each display station? How does that change the content we provide? How will visitors engage with the displays? What text modalities should we use? What images and text should we provide? What annotations and infographics should we include? What seductive content will distract and be excluded? How will we align themes with topics and sub-topics? What is a logical structure for the presentation? How do we present the underlying reasoning for the content we present? How do we make the core message and the conclusion accessible to a diverse audience? What opportunities for interactivity will we provide?

Joy Williams (a teacher from Waitākiri School, Christchurch) has been working with me on a generic SOLO planning template on Google Slides that she can use to plan online learning adventures for her students. It supports the logical alignment of content. She has named it the HookED SOLO Inquiry Byte. It is both simple and powerful. It will support museum professionals planning content for their thematic displays and exhibitions and educators supporting effective online learning opportunities for their students.

You are welcome to make a copy of Joy’s work and use it to suit your own outcomes.

Remember to wrap it in a space for arrival and welcome, a space for introductions, and a space to circulate. And a space for “ice cream” when leaving.

UPDATE: As promised an example SOLO Inquiry Byte: MEMORIES created by Joy Williams

I have been enjoying the ideas in a recent research article by Anu Tammeleht et al exploring the learning processes through which Estonian tertiary students (Bachelor, Masters and PhD) develop research ethics and integrity competencies.

The article explored the use of collaborative case-based explorations of ethical issues.  The case studies are designed so that students collaborate to:

  • Identify an ethical issue/s in the case study, to
  • Relate the issue/s to the involved parties, and finally to,
  • Consider possible actions to address the issue/s and their implications

It is clear that the tasks involved in unpacking the case study increase in cognitive complexity – moving from Identify – SOLO Uni or Multistructural Task, to relate – SOLO Relational Task and then to consider – a SOLO Extended Abstract Task

Two of the research questions raised in the article have special relevance for New Zealand primary and secondary teachers exploring digital citizenship and ethical issues (individual, sociological, economic, environmental, cultural etc) and when teachers facilitate a community of inquiry approach into various philosophical questions and issues.  

The first question is framed around what does it look like?  

RQ1. How is a students’ ethical sensitivity displayed during collaborative case-based learning?

The second is all about shift – progress from surface to deep understanding

RQ2. How does ethical reasoning evolve in terms of levels of understanding during collaborative case-based learning?

The topics explored in the case study would have to be adapted for the different contexts of our NZ curriculum learning areas but the analysis of the learning processes using SOLO Taxonomy would be very familiar to our teachers and transferable.

Refer to the SOLO Rubric developed by the researchers to determine progress in developing ethical understanding.

Also check out the Ethical Cases Assessment Grid (ECAG) described in the article – a new SOLO mediated tool for assessing student understanding and its progress during collaborative group work.

Why do I post this?

I intend to share this research article with the schools I work with so that we might develop a SOLO mediated collaborative case study approach for younger students.     

 Designing and supporting appropriate case studies will be fun and I suspect sharing the HookED SOLO Discuss (Describe ++) Map and Rubric with students would complement the question prompts used to help students explore the case studies.  

Tammeleht, A., Rodriguez-Tríana, M. J., Koort, K and E. Löfström. (2019). Collaborative case-based learning process in research ethics. 15:6 International Journal for Educational Integrity.

Melbourne University Network of Schools

September 9, 2019

View this post on Instagram A nice little morning of PD with SOLO Guru Pam Hook. Just helping the old brain absorb the info 🧠 . . #graphicrecording #graphicfacilitation #visualthinking #visualfacilitation #visualnotes #visualrecording #livescribe #livescribing #livedrawing #neuland #sketchnotes #doodling A post shared by Matt Handley (@_highlyvisual) on Sep 8, 2019 at 6:04pm PDT

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SOLO Flashcards

August 25, 2019

Announcing a new HookED SOLO resource. My client schools have been using these SOLO Flashcards for a while, but I only found time to share them in the HookED Store this weekend. It has been a busy year. You can check them out at the HookED SOLO Store HookED SOLO Flashcards – Connectives HookED SOLO […]

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What is worth knowing about SOLO Taxonomy

October 31, 2018

SET: Research Information for Teachers (NZCER Press) has published a useful interview on “The who, what, when, where, and why of SOLO Taxonomy.     Editor Josie Roberts has done a great job in capturing what is worth knowing about the classroom based use of SOLO Taxonomy.  The question and answer format makes the material […]

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SOLO Taxonomy in Derrimut Primary School and Brunswick Secondary College

August 30, 2018

Here are the Victorian video case studies I have been promising to share for some time. They speak highly of their outcomes using SOLO as a whole school approach. You are welcome to share them in collaborative inquiry with your teachers. #thrill #will #skill of learning Derrimut Primary School Derrimut PS was purpose-built around collaboration […]

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Danish design for deep learning

July 19, 2018

Embed from Getty Images How a Danish educator designs for deep understanding during student research in History. The deep understanding is a teaching goal for me – it’s not enough that they know about the war and the war came. They have to understand the consequences and the influences of the historical event on the […]

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Kahukura Cluster Conference

June 2, 2018

“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 […]

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SOLO Taxonomy at ESF in Hong Kong

May 28, 2018

Reflecting on the powerful examples of student learning using SOLO shared during my visit to Hong Kong last week Fractions explored through SOLO Hexagons thinking and student co-construction of SOLO rubrics – just fabulous 🙂       Great two days in conversation with thoughtful educators inquiring into the effectiveness of using an explicit model […]

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Learning how to put my face in the water

May 19, 2018

Or Chapter 4. “How do you design rubrics to accompany the authentic assessment?” Pam Hook There can be no more authentic task for a five year old than putting your face in the water when learning to swim. The indispensable conditions for improvement are that the student comes to hold a concept of quality roughly […]

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