Video transcript – SOLE in Action

SOLE in Action

By Mr Ben Green and Mrs Kristy Hawkins - Harrington Park Public School NSW Department of Education

Student 1:
Welcome to Harrington Park Public School SOLE room.

Student 2:
These are words to describe SOLE.

[Onscreen words]  summarising, teamwork, exciting, informative, awesome.

Student 3:
SOLE stands for

Student 4:
Self organised

Student 5:
Learning environments

Kristy Hawkins, Classroom teacher:
Hi, my name is Kristy Hawkins and I'm currently teaching at Harrington Park Public School. I've been on my SOLE journey for about two and half years now. I found the process really inviting and stimulating for myself and my students. The students that we started with are now in Year 6 and they've become much more confident with the process.

Student 6:
At Harrington Park Public School we are lucky enough to have a SOLE room.

Male student 7:
But we don't have to always do SOLE in the SOLE room.

Student 8:
We can do it anywhere

Student 9:
It is important to self organise your learning environments.

Female student 10:
It is important to interact with your group and to be able to see and hear each other.

Kristy Hawkins, Classroom teacher:
The best thing for me as a teacher is seeing learning become purposeful and more student directed as apposed to teacher directed. The students are more engaged because they know at the end of the enquiry process they have to present their information orally or in a written form, or sometimes by publishing it on an application. So it makes them much become more accountable in the process because they know at the end they are going to have to apply those skills and the research they find into a formal presentation or work sample.

Student 11:The 5R's: The Roles of S.O.L.E
For SOLE we have  made five R's. These are the different jobs for different persons.

Student 12:
It is the researcher's job to manage the one device and to research the keywords into the search engines.

Student 13:
The Director is the manager who makes sure everyone is on task and learning together.

Student 14:
Recorder number one's job is to work with the research and summarise your facts. Make sure you do not copy off the internet. Also record on a piece of paper like this.

Student 15:
Recorder number two, the recorder two's job  is to write the key facts on the wall of wonder for the rest of the class to see.

Student 16:
The rover is responsible to go around to other groups and collect information that they find useful, and to bring it back to their own group. Our rovers find it easier to write down the things that they have found on white boards or clip boards.

Mr Ben Green, Deputy Principal:
When we engaged in the new school planning process at Harrington Park Public School. We wanted to become a school that engaged in innovative teaching and learning practices, and we wanted a paradigm shift with our traditional, I guess, and industrialised models of teaching to one that would move from knowledge consumption to knowledge co-creation.

Student 17:
I like SOLE because you get to work with different people and learn new things.

Mrs Belinda Bush, Classroom Teacher:
I've been teaching SOLE now since 2014. I really enjoy using SOLE in the classroom because I think it makes the children more independent learners. By giving them the skills to answer big questions, we're teaching about how to answer the big questions in life. I like how they have to collaborate with each other. You know all those cooperative learning skills are really enhanced through SOLE lessons. With my Year 4 class, we have a lot of big "I wonder" questions. So we're working on how to turn those into quirky questions to follow our line of inquiry for our units in mainly HSIE and science. I find this is more engaging for the students because the questions from come from them. Not from a pre-planned program that I've created by myself.

Student 18:
At the start of the SOLE session, our teacher gives us one main question relating to what we are learning in class. Such as why are Australia and Asia good friends? In the SOLE session, it is our mission to create curious questions that are hard to answer.

Student 19:
These are the future SOLE questions, and these are the SOLE questions that we have created.

Student 20:
Who brought Australia and Asia together? Why is the connection between Asia and Australia positive? How do the ships not sink when transporting such large amounts of imports?

Mrs Emma Sherer, Classroom Teacher:
The impact of SOLE on student learning has been a really positive experience for my students. My students are more self regulatory in the way that they work, both within SOLE sessions and within all other activities that they engage in the classroom. That they can be collaborative, but also explore concepts that they may not have explored previously. Reflective on their own processes of learning, but also reflective on other students as well. In a space where it's open and free to be able to be discussed. But be able to engage in content in a really positive manner.

Mr Kristy Hawkins, Classroom teacher:
Students really enjoy giving each other honest feedback. Surprisingly they are quite brutal with each other which is good because they're not just getting constructive feedback from their teacher, but from their peers and sometimes I think that can mean a lot more hearing it from their friends, and they're more willing to take it on board.

Student 21:
I'm giving feedback to Sylvanna, because she was the one doing the rest of the research and she was good at roving and then also Chloe because she wrote down most of this and the other one is good at research so our group was great.

Student 22:
Students get a chance to express their independent and creativity and they also get to get honest feedback from all their peers.

Student 23:
Because it relaxes your mind and it's enjoyable.

Mr Kristy Hawkins, Classroom teacher:
The students controlling what they are doing in the classroom and I think the effect on that is they are more excited about what they are doing in the classroom. It's really rewarding to see students wanting to do more SOLE or asking what are we doing with SOLE can we have more time to finish that SOLE and I think that speaks for itself in how purposeful the pedagogy is.

Mr Ben Green, Deputy Principal:
From that the commencement of SOLE has been a very successful strategy at Harrington Park and we have protocols and processes within our school that don't just utilise SOLE as a stand alone teaching tool but it is all integrated within our KLA throughout all our teaching practices and it's having a significant impact on our student now becoming 21st century learners and expressing those key concepts of being collaborative, creative and critical thinkers.

In SOLE students are in CONTROL!

For more information contact Harrington Park Public School

Ben Green:

Kristy Hawkins:

Belinda Bush:


End of transcript

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