1. Self
Organised
Learning
Environments
(SOLE)
Katie Cripps
Campbelltown/Liverpool School Library
Network
28th October 2014
2. Acknowledgement of
Country
I would like to acknowledge the
traditional owners of the land on which
this meeting takes places and pay our
respects to elders past and present and
extend a welcome to any Aboriginal
people joining us today.
3. Today’s aim
• Share my experience of the inquiry
process using SOLEs @ EMHS
• Contribute to a collaborative
environment within and across
schools to share knowledge and
resources
• Build capacity and sustainability for
inquiry learning through SOLEs within
your school
8. Background
In term 3 I took part in a DEC
Professional Development –
Inquiry learning through Self-Organised
Learning Environments
run by Jennifer York, Robyn Field and
Belinda Stanton.
Highly recommended.
9. Rationale
•To build upon teacher librarians
knowledge of inquiry learning and
directly inform the development of
learning environments through the use
of SOLEs
11. Rationale
• To lead to the development and
implementation of pedagogies that
recognise
• Every student can learn
• We need to shift our expectations
• Personalise learning
• Create learning environments which shape
their own learning
• Collaboration, problem-solving skills are
essential modern life-long learners
13. Bold Classrooms
Will Richardson 2013
1. LEARNER CENTRED
2. INQUIRY DRIVEN
3. AUTHENTIC WORK
4. DIGITAL
5. CONNECTED
6. LITERATRE
7. TRANSPARENT
8. INNOVATIVE
9. PROVACTIVE
14. What is SOLE?
Self Organised Learning Environments
(SOLEs) are created when educators
and/or parents encourage kids to work
as a community to answer intuitive
questions by using the internet as a
tool.
19. The Protocols • Students to form groups of about 3-5 people
• Students choose their own groups
• Students can change groups at any time
• Students can look to see what other groups
are doing and take that information back to
their own group
• Only one laptop/device is issued per group
• Each member of the group must present
answers at the end of the session
• Teachers should not prompt the students with
suggestions or answers
20. ACTIVITY: 20 MINS (15+5 mins)
Students:
•self-organise groups
•use internet for research to
answer the question
•document findings on paper
Teacher:
•do not interfere with learning
•encourage problem-solving
•Keep track of time
21. Classroom
Whiteboasrde/ptinuboaprd for answers
USEFUL WEBSITES
VOCABULARY
FURTHER QUESTIONS
(work in progress, can be added to
throughout the lesson)
Desks arranged for group work
Technology – one device per group
Butcher’s paper and pens
22. Where does inquiry learning and
SOLE fit in the curriculum?
“Inquiry is the dynamic process of being
open to wonder and puzzlements and
coming to know and understand the
world.” (Galileo Educational Network,
2004)
Promotes 21st century skills and general
capabilities such as
critical thinking; collaborative learning;
ICT capability and communication
23. Where does inquiry learning and
SOLE fit in the curriculum?
Inquiry learning begins with student
curiosity and allows participants the
opportunity to research and present
their findings in meaningful contexts.
“Students are involved simultaneously in
learning about curriculum content,
information literacy, the learning
process, literacy ability and social
interaction.” (Kuhlthau, et. al. 2007, p112)
24. Will inquiry based learning
help me meet curriculum
outcomes and content?
25. NSW syllabuses provide
opportunities for students to:
Gather and process information from a
variety of sources, &
Identify new paths for inquiry
Inquiry is a focus in all syllabus with
strategies provided for inquiry-based
research activities AND assessment.
26. Assessment
Strategies The following assessment for, as and of
learning approaches are relevant to inquiry
and SOLE sessions in all syllabus areas:
• Collaborative activities
• Peer assessment
(students can assess the contribution of each of
their team members to the learning of the group)
• Self-assessment
(students assess their own learning)
• Teacher observations
(during the SOLE session)
27. Links to Quality
The QualityT Teeacahincg hFraimnewgork lists three
overarching concepts that help define what
quality teaching looks like:
intellectual quality, quality learning environment
and significance.
E Intellectual
Quality
Quality Learning Significance of
their work
L Deep knowledge Explicit quality
criteria
Background
knowledge
E Deep
understanding
Engagement Cultural
knowledge
M Problematic
knowledge
High
expectations
Knowledge
integration
E Higher-order
thinking
Social support Inclusivity
N Metalanguage Student direction Narrative
T Substantive
conversation
Student self-regulation
connectedness
ALL
concepts are
relevant
28. Links to Quality
SignificanceT ise paarticcuhlarliy nrelegvant, as students
are able to:
•Participate in meaningful, connected tasks
•Present their acquired knowledge and deep
understanding
•To real audiences
Significance is often related to the
digital age and the use of digital
media
29. Where does inquiry learning and
SOLE fit in the curriculum?
“Inquiry is the dynamic process of being
open to wonder and puzzlements and
coming to know and understand the
world.” (Galileo Educational Network,
2004)
Promotes 21st century skills and general
capabilities such as
critical thinking; collaborative learning;
ICT capability and communication
31. Some sample
questions
•Can you see sound?
•Does an apple a day keep the doctor
away?
•Does red and yellow really make you
hungry?
•Is dry ice really dry?
•Why do cultures like the Incas choose to
live in isolation?
•Can trees thinks?
•Why don’t we all speak the same
language?
32. Some sample
questions
•Are all bullies big?
•Do fish sleep?
•Can chocolate be good for you?
•How old is the Earth?
•How does gravity affect the human body?
•Who is winning the human race?
•Do the colour red and yellow make you
hungry?
33. Some sample
questions
•How did video kill the radio star?
•(Why) Do opposites attract?
•Why do stars twinkle?
•Do dreams come true?
•Which came first: the chicken or the egg?
•Ned Kelly – hero or villain?
•Do you eat with your eyes?
•Can DNA evidence be trusted in
criminals trials?
34. Other Places to get
questions
www.wonderopolis.org
(an app is also available)
35. Syllabus
Outcomes
Can a doctor fix golf fever?
Covered all these Stage 3 HSIE outcomes:
•CCS3.1 Explains the significance of particular people,
groups, places, actions and events in the past in
developing Australian identities and heritage
•CCS3.2 Explains the development principles of
Australian democracy
•ENS3.6 Explains where various beliefs and practices
influence the ways in which people interact with, chance
and values their environment
•EN3-1A A student communicates effectively for a variety
of audiences and purposes using increasingly challenging
topics, ideas, issues and language forms and features.
36. Syllabus
Outcomes
White Knights or White Lies?
Covered all these Stage 4 History outcomes:
•HT4.1 Descries and explains the nature of history, the
main features of past societies and periods and their legacy
•HT4.5 Identifies the meaning, purpose and context of
historical sources
•HT4.8 Locates, selects and organises relevant information
from a number of sources, including ICT, to conduct basic
historical research
•HT4.10 Selects and uses appropriate oral, written and
other forms, including ICT, to communicate effectively
about the past
38. Syllabus
Outcomes
Stage 4 Languages
Outcome 4.MBC.1
•ways of identifying cultural values and practices in observing social
interaction among members of the community.
•the importance of tradition to a sense of cultural identity and diversity within
the culture
Stage 5 History (Mandatory)
Outcome 5.1
•explains social, political and cultural developments and events and
evaluates their impact on Australian life
Stage 5 Dance
Outcome 5.3.1
•identify and describe the context of a dance
Stage 5 Personal Development and Health
Outcome 5.1
•analyse how a positive sense of self can influence behaviour in social
contexts relevant to young people
39. Stage 5 Food Technology
Outcome 5.6.1
•explore the special occasions celebrated by various groups
Stage 5 Mathematics
Outcome WMS 5.1.2
•Analyses a mathematical or real life situation, systematically applying
problem solving strategies
Stage 4 Science
Outcome 4.3
•identifies areas of everyday life that have been affected by scientific
development
Stage 4 Technology (Mandatory)
Outcome 4.2.1
• generates and communicates creative design ideas and solutions
Stage 4 English
Outcome EN5-8D
•questions, challenges and evaluates cultural assumptions in texts and
their effects on meaning
40. Your turn
Focus inquiry question:
What is worse –
cancer or Ebola?
41. Structure of a
SOLE session
• Review and briefly discuss the SOLE
protocols (3-4 mins)
• Setting a learning goal and posing the initial
question or provocation (5 mins)
• Collaborative group inquiry (20-25 mins)
• Review and Feedback (15 mins)
