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Teachers Why teach rail safety? Design principles

Design principles

We needed a way to ensure students:

  • are able to learn at their own level, and
  • actually learn what we say they will learn when participating in the lessons.

The TrackSAFE Education learning resources have been designed with Professor John Hattie’s “Visible Learning” principles in mind. Hattie’s research indicates that:

  • “the biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers” (Hattie, 2009); and
  • the curriculum should provide opportunities for a balance between surface and deep understanding, based on specific learning intentions and success criteria (Hattie, 2009).

The TrackSAFE Education lessons and assessments have been designed on SOLO Taxonomy (Structure of the Observed Learning Outcome) (Biggs and Collis,1982), which is endor22_238-widesed by Hattie and Purdie (1998) as a model for Visible Learning, and is considered as a simple yet highly effective teaching, learning and assessment methodology.

SOLO Taxonomy allows lessons to be planned for differentiation. It also assists in mapping the levels of understanding or skill built into the intended learning outcomes.

We have used SOLO Taxonomy in the design of the lesson content and assessment rubric to ensure there is a clear way for teachers to observe student progress and achievement in the rail safety learning outcomes. We ask teachers to share the assessment data with us. Collection of this data helps TrackSAFE evaluate the effectiveness of the learning process, and to ensure continuous improvement of the learning resources.