SOLO Effective Pedagogy Rubrics
From HookED Wiki
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'''HookED Effective Pedagogy Rubrics''' | '''HookED Effective Pedagogy Rubrics''' | ||
| + | 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. | ||
| + | |||
| + | ''Creating a Supportive Learning Environment'' | ||
| + | *- Belonging | ||
| + | *- High expectations linked to student capabilities | ||
| + | *- Respect | ||
| + | *- Respect and affirm cultural identity (including gender identity) | ||
| + | |||
| + | ''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]] | *- Open to learning conversations. [[File:HookED OTL Conversations.pdf]] | ||
*- Giving written feedback. [[File:HookED Written Feedback Rubric.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]] | *- Using evidence to set next steps. [[File:HookED Using evidence to set next learning steps for target children.pdf]] | ||
| + | |||
| + | ''New Zealand Curriculum Principles | ||
*- High Expectations NZC Principle). [[File:HookED HighExpectations RUBRIC.pdf]] | *- High Expectations NZC Principle). [[File:HookED HighExpectations RUBRIC.pdf]] | ||
| + | *- Inclusion | ||
| + | *- Treaty of Waitangi. | ||
| + | *- Coherence | ||
| + | *- Community Engagement | ||
| + | *- Cultural Diversity | ||
| + | *- Future Focus | ||
| + | *- Learning to Learn | ||
'''Shane Campbell Effective Pedagogy Rubrics''' | '''Shane Campbell Effective Pedagogy Rubrics''' | ||
Revision as of 03:48, 29 June 2014
SOLO Effective Pedagogy Rubrics
HookED Effective Pedagogy Rubrics
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.
Creating a Supportive Learning Environment
- - Belonging
- - High expectations linked to student capabilities
- - Respect
- - Respect and affirm cultural identity (including gender identity)
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
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
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
