StartSOLE is guided, driven and deeply committed to research and data. At any given moment, StartSOLE’s sophisticated dashboard creates comprehensive usage and performance data. What standards are being addressed? How engaged are students? What SEL skills are being addressed during the session and is there observed evidence of student growth? How many SOLE sessions did students and teachers conduct? What subjects?
Numerous researchers have documented the efficacy of StartSOLE.
Results show students are taking control of their learning. Ultimately students transform their relationship to learning, improving their critical thinking and developing their own strategies for improvement. In essence, students are learning how to learn.
With less pressure to know all the answers, educators are free to create an environment of inquiry-based learning. The SOLE methodology structures and guides the practice of learning.
I can't tell you how much I support this! I just sent an email to our principal and curriculum director telling them that SOLE lines up perfectly with our new reading program and that if our teachers went to the SOLE training and practiced SOLEs in their classrooms, they would have a better understanding of the research component to our new program and feel less overwhelmed, not to mention reap it's benefits!
When I saw Jeff's presentation he did to the staff years ago - I was hooked! I went back to school that day and did my first SOLE and saw the power of it. The kids are eager, engaged, and enthused in this task. They take more away from this than I could ever 'present' to them. The information they gain is powerful enough, but put on top of that practicing smart research skills, working cooperatively, and presenting orally - very powerful.
One primary goal for Oregon City Schools has been to train our teachers on methods to become more of a coach/facilitator of student learning rather than simply the provider of content. Finding this type of training has been difficult until the SOLE training was offered to us. The feedback has been tremendous and teachers are instantly implementing the concepts with students and spreading the word. This training came at the right time for our district helping to move along the type of classroom transformation we are striving for.
My students just took the second NWEA in reading. I was nervous about how they would do, because we try to do 3 SOLEs a month and I am starting to get some push-back from staff and admin. It seems like they don't think we are doing enough "work" because we don't do a lot of worksheet-type projects. We compared their Fall NWEA score to today's Winter NWEA. 89% of my 4th graders increased their score (one had technical difficulties and her screen kept jumping over questions. She had the highest score (205) in the fall and earned the same score today despite her ancient computer). My ESL student, who in the fall was the lowest score in the class, went from a 157 to a 195! My special ed students showed the largest gains, both increasing 14 points. 78% of my 5th graders increased their scores, with the largest gains again in special ed.
|Learning at the Edge of Chaos||Sugata Mitra, Suneeta Kulkarni, James Stanfield|
|The significance of student voice||Dana Mitra|
|21st Century Skills and Competencies||Katerina Ananiadou & Magdalean Claro|
|Project-Based Learning for the 21st Century||Stephanie Bell|
|Peer Learning and Assessment||David Boud|
|Educating for digital futures||Ruth Bridgstock|
|Comparative Education for the 21st Century||Patricia Broadfoot|
|Conceptualizing Student Motivation||Jere Brophy|
|Technology And Education||George Bulman & Robert W. Fairlie|
|Student ownership of learning||David Conley & Elizabeth French|
|Employer Voices, Employer Demands||Wendy V. Cunningham & Paula Villaseñor|
|Personal Learning Environments||Nada Dabaagh & Anastasia Kitsantas|
|Authentic Assessment of Teaching in Context||Linda Darling-Hammond & Jon Snyder|
|SOLE in an English school: An example of transformative pedagogy?||Various|
|Transforming pedagogy||Sharon Dole, Lisa Bloom, Kristy Kowalske|
|Self-control in school-age children||Angela Duckworth,Tamar Gendler & James Gross|
|Who’s responsible for the digital divide?||Dmitry Epstein, Erik Nisbet & Tarleton Gillespie|
|Teacher technology change||Peggy Ertmer & Anne Ottenbreit-Leftwich|
|Classroom belonging among early adolescent students||Carol Goodenow|
|Learning, teaching, and scholarship in a digital age||Christine Greenhow, Beth Robelia, Joan Hughes|
|Introducing SOLE as a tool for lifelong learning.||Prudencia Gutiérrez-Esteban & Mark Peart|
|Children and the Internet||Mabel Quiroga & Sugata Mitra|