Allow time for independent inquiry, where students have time and space to seek out and create new understanding. They can pull things apart, discover how they work, trial new ideas, and make meaningful products. Senior secondary students reflect on how their learning has changed at Fraser High School through curriculum integration and the use of authentic contexts as they produced the first issue of Passionfruit magazine. modify information for personal preferences. Teacher Shelley Blakey and e-learning facilitator Sandy Bornholdt describe the inquiry process they went through with the students to develop this successful conference run by students for students. Use digital technologies to flip learning and enable students to revisit information as often as needed. For example: Learner agency Hereora leaders share how their cluster wide future-focused inquiry is providing students with opportunities to have agency over decisions around learning. Teachers, Sara and Emma, talk about the biggest changes they have seen in their teaching since they started using flipped learning. develop persistence and motivation to learn? Student, Ruby says, "I like it because we have lots of freedom of what we would like to choose.". allow students to construct their learning through engagement and active exploration, use a variety of approaches including: cooperative, inquiry, and, enable students to develop self-regulation/management competencies, are stimulating and relevant for your students. Providing a range of tools and choice in learning supports students to identify what they need to learn and how they learn best. Year 13 student Daniel Cowpertwait describes his Portal Unity Project – a "mod" for the online game Portal he has developed along with three other students as part of the Impact Project at Albany Senior High School. Learner agency is when learners have the power to act and make choices. We need to cope with complex lives, and social, economic and 1 A Statistics New Zealand 2011 survey of innovation in New Zealand identified a lack of appropriately skilled and experienced personnel as a significant barrier hindering innovation. Beginning learning by asking questions can be a productive way of fostering learner agency. Learner agency; Print. Make greater provision for including and responding to student voices in all aspects of school operation. Learner agency; Print. Five resources to support student wellbeing, Reviewing your curriculum – Possible pathways, Learning locally – Connecting kids to their community. Future-focused learning in connected communities. Wairakei School teacher, Kate Friedwald explains how information and feedback presented visually and orally in her digital classroom are designed to meet the learning needs of Daniel, a student with ADHD. Support students to organise their knowledge building, recognise their prior experience, and build on that. collaborate with peers to develop answers? Year 13 student Daniel Cowpertwait describes a "mod" he has developed for an online game Portal. Whether you want to get your license or you just want to improve your driving knowledge, our FREE New Zealand road theory practice test can help! Are you teaching someone how to drive or helping them get ready? She aimed to find out: how teachers integrated self-regulated learning strategies; how could self-regulated learning strategies be introduced during the learning cycle; and how different groups of students develop these learning strategies.  online learning courses to access the subjects they wish to learn within a timetable they can manage. Learner Agency and a Growth Mindset In partnership with Learning Network New Zealand Developing Learner Agency, especially in our underachieving students, is about teaching students how to engage more effectively in the Learning Process. on this same topic would interfere with a student’s opportunity to develop persuasive writing skills. French teacher Sarah Collett and two of her students, from Hillcrest High School, describe the how they used a wiki to make connections with students from New Caledonia and create authentic language learning experiences. Our Community. Agency is when learning involves the activity and the initiative of the learner, more than whatever is passed on from the teacher, curriculum or resources. They describe the flexibility and the independence that it offers. Can we dig a little deeper? Year 7-8 students, Ruby and Harriet explain how their innovative learning environment allows them to have control of their learning at Halswell School. “Students are given explicit instruction in learning strategies (such as goal setting, self-monitoring and deliberate practice) that enable them to take control of their learning, develop meta-cognitive skills, self-regulate, and develop self-efficacy and agency.”, ERO School Evaluation Indicators, domain 4. And there is plenty of research that tell us this is a very good thing! The nature of learning: Practitioner guide. Digital pedagogy is based on three key concepts: ubiquity, agency, and connectedness. Within these approaches, use digital technologies to remove barriers to learning, support student engagement, provide authentic hands-on activities, and support collaboration. What is the Learner doing? Provide multiple means of representation to ensure all learners have access and clarity, such as images, video, written descriptions. Give students choice about how to record or process their learning – paper and pen, written notes, images or voice recording. articulate the learning and the purpose of learning? Jan 16, 2019 - Learner agency / Spotlights / Curriculum resources / Kia ora - NZ Curriculum Online Gabrielle Nuthall, teacher at Halswell School, talks about the preparation that took place before they transitioned into their ILE. Motivation, engagement, and student voice. Students from Halswell School explain about how they take control of their learning in an innovative learning environment. Information from NZC Online to support teachers with gathering student voice. Technologically capable learners put the school's learner dispositions into action. Introduce one to one devices or BYOD and give students the freedom to use technology in a variety of ways. Staff at Te Kura o Kutarere talk about the change in students' attitude to learning that has occurred as a result of using Storybird in the writing process. Where possible, let them personalise inquiry to give them even greater ownership – do those students really need to explore the same topic, book, period or place? As time goes on it will be great to hear more about any common practice that develops from that understanding. Encourage students to think deeply about their learning; co-construct learning goals that require students to use reasoning and exercise agency in solving problems. Grouping students in mathematics... more than just mixed ability, Innovative learning environments and student agency, Tapasā – Cultural Competencies Framework for Teachers of Pacific Learners, Connections between the NZC and Te Whāriki – Part 2, Exploring the connections between the NZC and Te Whāriki – Part 1, Spiralling into collaboration at Otago Girls' High School, Learning design principles in future focused schools, Innovation to transform curriculum design and teaching practice, Growing te reo Māori at Henderson Intermediate, Great expectations: Embedding a growth mindset in our school culture, Graduate profiles – a vision of future-oriented learners, Financial capability in New Zealand schools, My journey with Universal Design for Learning, Involving your community in curriculum design, Introducing Universal Design for Learning, Ownership and Independence – The Keys to Learner Agency, Scott McKenzie (senior syndicate leader) and Don McLean (principal), Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, Capable kids: Working with the key competencies. Review policies where the institution is the focus for resourcing and so on, and change the policies to reflect a learner-centred approach. At Eskdale School, we aim to empower our students to learn and achieve personal excellence (NZC p.9) Empowerment comes through greater student agency. " This online guide provides: ideas, resources, and stories illustrating how NZ secondary schools use digital technologies to extend and enhance learning in the NCEA years. Principal, Simon Marshall describes how teachers and learners drew strength from school values during distance teaching and learning. Important to the process is the presentation of those products to an interested, authentic audience. May peace be widespread. Digital learning environments can support teachers with collecting valuable data for measuring student growth as well as making necessary adjustments to instruction. Utilise technologies to remove identified barriers such as screen readers, IWordQ so students can focus on learning. Provide online information, games, videos that are easily accessible and can be revisited so all students can have access and control over their learning. Students at the Centre is a series of nine research publications exploring the role that student-centred approaches can play to deepen learning and prepare young people to meet the demands and engage the opportunities of the 21st century. These technologies do not replace teachers in monitoring the progress of students; rather, they provide valuable, timely, and student-centred sources of information. Students can use digital technologies to: Encourage students to express themselves using a variety of different media. A teacher and her students talk about the the benefits they have noticed from using flipped learning in their classroom and the flexibility that it allows. Curricular opportunities in the digital age. The app can be shared with friends or made available for download from an appstore. You must be at least 16 years old before you can apply for your learner licence. Future-focused learning in connected communities, May 2014. As more than just knowledge and skills, The New Zealand Curriculum (Ministry of Education, 2007) key competencies encompass dispositions for lifelong learning (OECD, 2005). Teams are reflecting on the roles of ‘teacher’ and ‘learner’ and inquiring into the ways they keep learners … When the Ministry of Transport took over driver licensing, renewal was five-yearly from 1953 and a coupon was fastened inside the book at every renewal. to evaluate – and improve – their own thinking and learning. Students are split into cooperative work groups, not necessarily structured on reading or maths ability. What’s happening in the Environment? Give students a choice of classes or modules or if this isn't possible in your present environment, at least give them the opportunity to co-construct the course they are in – even in a school where you have to present some sort of year plan, you can still hack that plan. Eilish Moran, teacher at Halswell School, explains the importance of encouraging students to be self-directed learners. The purpose of this paper is to contribute to the ongoing conversation on what key competencies can look like in New Zealand classrooms. News page Students talk about how they now have more responsibility and ownership of their learning. Examining Learner Agency in your setting How are learners actively responsible for their own learning? The In School and Across School leaders have been collecting student voice on agency and today met at Remuera Primary School to analyse the data they have collected. Learner Agency, Dispositionality and the New Zealand Curriculum Key Competencies. Utilise a range of technologies that provide flexibility and adaptability for students. With that information available, teachers can teach more effectively, making strategic, knowledgeable, and motivating decisions that facilitate all students taking ownership of their learning. Our People. Students construct new knowledge when they are engaged in constructing personally meaningful products. Claire Amos talks about fostering learner agency at Hobsonville Point Secondary School. She explains, "The purpose of e-learning for us was not to adopt tools per se but to look at the opportunities that these tools afforded to collaborate online and to get feedback.". Be attentive and sensitive to individual student needs, particularly those experiencing cognitive overload. A range of studies highlight that agency is embedded in key Plan activities that involve cooperation and collaboration, utilise online collaborative tools that facilitate this such as: When space is opened for agency in the classroom, a unique window into what the student thinks and feels about their learning also opens. Teacher, Vicki Pimenta shares her approach to using the literacy progressions and raising student achievement in reading. the individual pattern of abilities of the student, the specific goals and demands of the learning task, how to use digital technologies to support student access to information and ownership of their learning. Instead, offer customisable supports that remove barriers to writing and enable all students to achieve the learning goals. A curriculum is not student-centred when all students must express or demonstrate what they have learned in exactly the same way. The seven principles outlined inform everyday experiences in current classrooms as well as educational programmes and systems. In a learner-centred environment, learners have agency over their learning and classroom systems serve the needs and interests of the learner. The camping ground could have several different “loop tracks” that lead to a variety of different learning experiences. Learner agency, dispositionality and the New Zealand Curriculum key competencies. Student, Lucy talks about her genius hour project and what she has learnt from it. look for creative and new ways to understand an issue? Students identify a need/purpose for an app, which they design, build, and test with their peers. The Portal Unity Project from CORE Ministry Video on Vimeo. Here you’ll find information you can trust to help make the best driving decisions with your learner driver. Provide students with a platform or space for online discussion about their learning that doesn't rely on you. This spotlight includes short videos, group activities, and opportunities for personal reflection. In this, practical and powerful workshop James Anderson defines learner agency in terms of your student’s attitudes and capacities in five […] As students build skills in areas such as managing self, they are able to make plans, establish personal goals, manage projects and set high standards. Student agency is described as giving learners the ‘power to act’. “It is difficult to feel responsible when you have no agency. Learner Agency Resources. Team leader, Caroline Marris and year 7-8 students explain how they worked together to design their innovative learning environment. transform information and make something new. e-Learning Planning Framework T his year, the Auckland school instigated a three-phase learner agency strategy to equip its students with skills including adaptability and self-directed learning. Wairakei School teacher, Kate Friewald describes how she uses Google Docs to support differentiated learning in her classroom. Learner Agency, Dispositionality and the New Zealand Curriculum Key Competencies And do they need to all present it the same way (see #4). – James Anderson, a year 12 student at Hobsonville Point Secondary School, shares what learner agency means to him in this NZC online blog post. He and his teacher, Kate Friedwald, talk about how having a must-do/can-do list and an ipad enable him to have ownership and control over his learning. Agency refers to the power or capacity to act and make choices. Ten Trends 2014: Agency from EDtalks on Vimeo. A more useful question, given advances in tools and schools in the last 15 years, would be, “How do distinct components of learner experience influence the development and expression of agency?” In particular, factors related to learning models, progressions, and environments appear critical to promoting or damaging agency. Give students choice about how and where they learn – provide an online platform with 24/7 access to clear learning outcomes, prompts, support and challenges. Teach students how to become safe, responsible digital citizens so they are aware of how to: Consider the tools you and your students can use to collaborate and share their work and agree how these will be used. Increasingly, mobile devices equip students to take charge of their own learning in a context where learning occurs anywhere, anytime, and with access to a wealth of content and interactive tools. Student, Lucy talks about her genius hour project and what she has learnt from it. This metaphor represents a more personalised approach to learning in which it is possible to get somewhere by a variety of different routes, at a speed that suits the individual. designing, setting up, and carrying out research projects that investigate and recommend solutions to a real local issue or problem. Learner agency is embedded in The New Zealand Curriculum key competencies as “the capabilities that young people need for growing, working, and participating in their communities. Identify specific technologies to remove barriers for students experiencing learning difficulties; this may include applying for, share information and protect their rights, for example using, connect with others safely, for example using the. Utilise tools such as Google docs to give feedback in ways that scaffolds students into solving their own problems. The flexibility of digital media means it can be used for representing information, and constructing or gathering information. Start tough word tester. Motu School teachers describe how an inclusive approach and incorporating te reo Māori across the school curriculum has impacted on student learning. By providing well-chosen options we can create learning environments that are student-centred for all students.". Developing agentic learners is more than offering a list of choices and seeking student voice. Vimi Chandra explains her teacher inquiry aimed at raising the writing levels of targeted students. This is an important sense for learners to develop. understand copyright when utilising or acknowledging the source of information. The ‘Learner Agency’ project is part of a broader Ako Aotearoa strategy designed to ensure all New Zealand adults have the skills to engage successfully in ‘lifelong learning’ (Ako Aotearoa, 2019 ). Includes: Inclusive Education Expert learners and learner agency A suggestion for implementing the strategy 'Find out about UDL' from the Guide: Universal Design for Learning Students should become self-directed, lifelong learners, especially as they are preparing for jobs that do not yet exist, to use technologies that have not yet been invented, and to solve problems that are not yet even recognised as problems.". Senior secondary students at Fraser High School reflect on how their sense of themselves as learners changed during a student-driven project. By utilising a rich set of tools and resources to elevate and differentiate teaching, teachers can be a content provider and the classroom’s most experienced and savvy teacher/learner, a model of the kind of expert learner students can emulate. This paper explores using digital technologies to support customisation for learning. Support students to learn through authentic, relevant, real-world contexts, where their interests, skills, and the issues and opportunities within their own communities can form the basis for learning. Students from Pakuranga College describe the VR game they created as a collaborative project, and the skills they developed through the process. "The capacity to continuously learn and apply/integrate new knowledge and skills has never been more essential. When they set personal goals, the learning becomes theirs. A project has the potential to reshape a learner's environment, connect them to communities beyond the classroom, and develop student voice. Teachers are provided with invaluable insights into how students are making sense of their learning, and how comfortably their identities sit within their learning context. Tamaki College maths teacher, Noelene Dunn has set up a Google site for her students to support a flexible and inclusive approach to learning. AA (Automobile Association) (NZ) FREE online quiz Drive (NZ) - NZTA - Learn the NZ Road Code - a free learning tool created by the New Zealand Transport Agency and ACC. Teacher Liz Dench and a student, from Hillcrest High School, discuss accessing how using technologies expands learning. Whose voices help to shape your local curriculum? In this article from NZ Journal of Teachers Work author, Jennifer Charteris examines how learners take up agentic subject positions within and across differen learning areas through developing key competencies. support engagement, learning, and assessment, provide students with options to organise their own timetables, provide students with choices on how they engage with information, present information, and collaborate. Each group member has a number of "must dos", to complete within the morning block, and some blank time to structure their own learning focused on their learning needs. The level and kind of feedback which can be provided through digital media (such as Google docs) is just one of the ways in which they assist in providing multiple means of engagement. For cars, there are over 200 possible questions in 8 sections covering road signs, giving way and rules at intersections, parking rules and road position. talk about what they can do and what their next steps for learning are? Learner agency spotlight Use our third spotlight to explore learner agency and find strategies to help you build greater agency in your own classrooms. They must take ownership of and responsibility for their learning. Claire says agency is about students owning their learning. Using the seven principles of learning, identify how distinct components of learner experience influence the development and expression of agency. Give students choice about how they evidence their learning – let them choose whether evidence is verbal, visual or oral (or a combination of all three). When learners can situate their learning within a wider learning community, or are able to view their learning as making meaningful contributions to their community, their learning becomes authentic. The strategy is aligned with New Zealand ’s commitment to the United When learners have the power to act in the learning process, they become agents of their own learning. Just last year, the start of last year, I started in an MLE, it’s really, really, I know this … Jean Garrity in her blog post, Ownership and Independence – The Keys to Learner Agency, states: “Students must develop the capacity to engage strategically in their learning without waiting to be directed. Learn the NZ road code. This has been developed as the official learning tool for the learner licence theory test. One of the ways that we are growing this active learning culture is through the development of providing our learners the opportunity to act and have more input into the decisions that surround their learning - this is called agency. ... Our free NZ driving practice tests are based on the official 2020 Road Code Handbook from the NZ Transport Agency. French teacher Sarah Collett and two of her students, describe the usefulness of using a wiki to create and enhance authentic language learning experiences. Preparing students for a project-based world. Teaching is based on students' specific needs and learning activities are differentiated and personalised for each learner. Understand how digital technologies can be used to: Customising learning requires consideration of these things: "No single tool or method will be optimal for every student. It is directly linked with the NZ Transport Agency Learning Suite, which is a powerful and highly adaptable LMS. Media gallery Identify and provide scaffolds and supports, which can be adjusted, to meet the the changes in skill and development students develop as they move toward independence. The process enabled students to develop values, knowledge, and capabilities for life beyond school. These self-management skills create lifelong learners. Note: You can manage your email subscriptions using the links provided in the email footer. She describes how a sense of ownership and taking responsibility for learning is incorporated into the culture of the school and into the programmes they offer. She uses Google spreadsheets to create her weekly plan, maths plans, and literacy plans. Russell Street School teacher, Jacqui Innes describes the process and benefits of using e-portolios as a tool for assessment. New Zealand Road Code Resources. In the classroom she uses QR codes to help them with this. Teams are reflecting on the roles of ‘teacher’ and ‘learner’ and inquiring into the ways they keep learners … encourage and respect students’ perspectives. She shares these with students based on a "must do/can do" process. These could involve: The purpose of these experiences is to provide contexts which will develop students’ overall capacity: Senior secondary students reflect on how their learning has changed at Fraser High School through curriculum integration and the use of authentic contexts as they produced the first issue of Passionfruit magazine. Because students learn and process information differently, providing the same information in a variety of ways and using a variety of mediums allows students to select the approach that works best for them. She describes how a sense of ownership and students taking responsibility for their learning is incorporated into the culture of the school and into the programmes they offer. Ubiquity refers to the pervasiveness of digital technologies. Students share their experiences of increased learner agency, the role of the teacher, course planning, and the need to balance agency and expectations. Students have a sense of agency when they feel in control of things that happen around them; when they feel that they can influence events. The opposite of a learner with agency is a passive learner. “Our focus has been really: how do we reduce the reliance on the teacher and how do the students own their learning?". Our Mahi. Dr David Parsons, Associate Professor Massey University, explains the need to teach higher level thinking skills and develop key competencies using technology to prepare students for the 21st century. Eilish Moran, teacher at Halswell School, explains how their innovative learning environment collaborative operates and connections with parents. Caroline Marris, year 7 and 8 team leader at Woodend School, discusses how students contributed to the design of their innovative learning environment. New Zeal and Journal of Teachers’ Work, Vol ume 11, Issue 2 , 175 - 186 , 201 4
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