Abstract
Focusing on the relationship between teaching and learning and being skeptical about claims often made about the ‘learning’ potential of new technologies, this paper explores the use of The Structure of the Observed Learning Outcome (SOLO) Taxonomy and the way it is used to address the needs of diverse students in technologically mediated environments. SOLO is a model of learning that makes learning outcomes visible to all regardless of age, gender, culture or socio-economic background. When used within the Differential Curriculum Model of New Zealand it is able to provide diverse students with an explicit common language for learning outcomes, for self-assessment and peer-assessment. Students learn to synthesise and integrate information; identify learning experiences and learning interventions aligned to their intended learning outcomes; choose relevant technology-mediated environments in which to learn; and build knowledge to create new understandings. In this way diverse students become versatile learners with ownership and control of their learning outcomes, ready to live well with others in whatever contexts their futures might offer.
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Notes
- 1.
National Certificates of Educational Achievement (NCEA) are New Zealand’s national qualifications for senior secondary students. NCEA is part of the National Qualifications Framework.
- 2.
Pasifika are Pacific peoples who are now living in New Zealand.
- 3.
Pakeha are New Zealand-born people of European descent.
- 4.
Constructive alignment is a process used for designing intended learning outcomes, learning experiences and assessment tasks, where there is a deliberate alignment between the planned learning experiences and the learning outcomes. Students are actively involved in assessment (self and peer) to reinforce learning.
- 5.
Whänau Rumaki are total immersion Mäori language units set up within main-stream school systems. Rumaki Units operate under the governance of each school’s Board of Trustees.
- 6.
Examples of student learning outcomes, student comment and teacher feedback on the DCM processes for learning to learn above can be found online at: Hooked on Thinking DCM Collaborative Online Book: http://hooked-on-thinking.com/wiki/doku.php
- 7.
Te reo Maori me ona tikanga relates to the Maori language and its customs.
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Acknowledgments
Thanks to Professor John Biggs for his encouragement of Hooked on Thinking consultancy’s work using SOLO Taxonomy and to the many New Zealand schools and teachers who have provided examples of their students learning outcomes. Special thanks to colleague Julie Mills (Hooked on Thinking) for ongoing discussion and suggestions.
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Hook, P. (2012). Teaching and Learning: Tales from the Ampersand. In: Rowan, L., Bigum, C. (eds) Transformative Approaches to New Technologies and Student Diversity in Futures Oriented Classrooms. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-2642-0_8
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