Outcomes from the latest SOLE meeting with Sugata

a) Use a pilot study as a means of assessing the students relationship with the SOLE in the Ghanaian context; emerging meaning, time to acquire knowledge etc
b) Structure the SOLE using previous exams i.e. no need to develop a bridge between the formal lingustic environment and communication competence.
c) Use simple questions to promote student interaction and positive engagement with the computer and the group.
d) Use a translator, at least initially in order to describe SOLE practice and roles. Ensure that the positive sentiment is not lost in translation i.e no teacher style coercion
e) Possible extension of the test criteria to include computer literacy. ICON association inventory recommended.
f) Communicative comptence could include the description of a picture (ala ToEFL) or even the description of a game
g) Data to be collected over a single academic year.
h) Children should be between the ages of 9 and 12 years old
i) 90 minute session per day are sufficient
j) Praise and support is crucial. Children need a positive relationship with the observer even to the extent that work is completed in order to make him happy.
k) Session policemen is identified (on a rotating basis) to ensure that the children are doing something (whatever it is) and to report or child actions and behaviour i.e. why is student x doing that action.
l) A weekly debrief is recommended in order to supplement data related to accademic and behavioural outcomes.
m) Review the report completed by a Gateshead teacher making practical suggestion to enhance the SOLE environment after a year of implementation.