Text version - SOLE in Action
Self-Organised Learning Environment (SOLE) has been implemented following professional learning with staff, with it being embedded weekly units of learning.
Journey focus area
Students have improved their:
- self-regulatory skills
- use of the 4 C’s (collaboration, critical thinking, creativity and communication)
- research skills in order to answer complex and involved questions
- ability to create ‘Big Questions’ following lines of inquiry
Timeline and milestones
- Increased student engagement.
- Student driven learning related to the curriculum and areas of interest.
- Improved research skills.
- Students are self-organising into productive, inclusive groups using their classroom space in innovative ways.
- Challenged teachers to review their approaches and personal pedagogy.
- Provided support to colleagues through ongoing mentoring and collaboration.
- Students have improved their ability to articulate their thoughts and provide constructive feedback.
- Improvement in students' ability to critically analyse information and summarise findings succinctly.
- Excitement and interest amongst the majority of staff
- Students enjoyed being challenged and taking ownership of their learning
- Understanding that SOLE leads to a deeper understanding of concepts
- Motivation to embrace change
- Surprised about the capabilities of the students' abilities to direct their own learning.
Main challenges and solutions
- Creating ‘Big Questions’ with staff and students.
- Challenging teachers to reconsider their teaching styles and classroom design.
- Integrated SOLE planning into stage planning days
- Provided staff with a consistent proforma to program outcomes and questions
- Storing programs and ideas on the school server for all staff to access