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Kelston GC SLT professional development - Learner Agency
The document outlines a workshop focused on fostering learner agency among students, emphasizing the need for a cultural shift in education where students take ownership of their learning. It discusses methods to support students in becoming self-directed and responsible, highlighting the importance of relationships between learners and educators. The document also stresses the need for 21st-century skills and offers frameworks for best practices in enhancing student engagement and participation in their educational journey.
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Kelston GC SLT professional development - Learner Agency
- 1. Inspiring the next generationof leaders, thinkers and problem- solvers [email protected] @dwenmoth www.futuremakers.nz http://www.futuremakers.nz/blog Agency by Design Kelston Girls’ College Senior Leadership Team Day Thursday 27 November, 2024
- 2. Structure for today Morning– working together to... • Develop a collective view of learner agency • Understand what best practice looks like. • Explore how to build on what is already happening. • Consider ways to influence change in the classroom. Afternoon – working in smaller groups to... • Apply this thinking to plan specifically for each area
- 3. A Collective Viewof Agency
- 4. Agency: an essentialattribute of all learners • “The power to act” • “Sense of ownership” • “Executing and controlling one’s own actions” • “Personalisation” • “Self management”, “Self-direction” • “Unlocking the basic genius and goodness of every student.” “The capacity to behave as purposeful, reflective, responsible social beings, actively seeking to achieve goals that have been understood and endorsed” (OECD) https://futuremakers.nz/agency-by-design/
- 5. Learner at theCentre “Developing agency in learners requires a fundamental shift in the way we think about the relationships and learning activity in our schools and classrooms. It recognises the learners as its core participants, encourages their active engagement, and develops in them an understanding of their own activity as learners.” (Agency by Design, page 10) https://futuremakers.nz/agency-by-design/
- 6. Helping young peopledevelop and exercise their agency requires that they feel some significant ownership of their learning and develop relationships with their teachers and others to codesign and pursue learning opportunities that empower even as they develop knowledge, skills and dispositions.
- 7. Shifting the ownership oflearning • Who makes the decisions about learning currently? • What choices can do your students have? • Do they have the ability to act on those choices? Not abdicating ^ https://futuremakers.nz/agency-by-design/
- 8. Who owns thelearning?... Who decides... 1. The purpose of the learning? 2. What is being learned 3. How it is being learned 4. Who the learning occurs with? 5. Where the learning occurs? 6. How feedback and support is provided? 7. How progressions and next steps in learning occur? 8. How success is measured? 9. How progress is monitored, recorded and reported? Teacher Student 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 https://forms.gle/vH9EkMg553TXhkop6
- 10. The quest foragency operates at every level, from the student to the entire community. We are all trying to matter and to make a difference. Love, care and vulnerability are the tools we can use – must use – to help young people make their way in the world.
- 11. Agency & Responsibility Responsiblefor self: - Self management - Self directedness - Wellbeing/resilience Responsible for others: - Empathy - Team - Collaboration Responsible for the environment: - Sustainability - Cyber-safety People illustrations by Storyset https://futuremakers.nz/agency-by-design/
- 12. Agency & Respectat KGC Respect for self: (Manaaki i a Tātou) - Academic excellence - Holistic needs - Career pathways Respect for others: (Manaaki i a Rātou) - Cultural diversity - Collaboration Respect for community: (Manaaki i te Hapori) - Partnerships (TToW) - Social justice - Democratic principles People illustrations by Storyset https://futuremakers.nz/agency-by-design/
- 13. Future Proofing “Ensuring ourstudents develop the skills to negotiate and thrive in increasingly complex global workplaces is a challenge for all educators. These crucial skills are often referred to as 21st-century skills, general capabilities, graduate attributes or transversal skills.” https://education.unimelb.edu.au/mgse-industry-reports/report-2-future-proofing-students
- 14. Future Proofing “Failure torecognise this point in subject- or discipline-based teaching leads to the creation of learners with excessive dependence on direct instruction, cramming, drilling and coaching and on assessment practices that test memorisation, essay writing, individual mastery of set content and solving of problems with formulaic solutions.” https://education.unimelb.edu.au/mgse-industry-reports/report-2-future-proofing-students
- 15. What does bestpractice look like?
- 16. Begin by listeningto the learners… Washor, E and Mohkowski, C (2013) Leaving to learn Do my teachers really know about me and my interests and talents? Do I find what the school is teaching relevant to my interests? Do I have opportunities to apply what I am learning in real world settings and contexts? Do I feel appropriately challenged in my learning? Can I pursue my learning out of the standard sequence? Do I have sufficient time to learn at my own pace? Do I have real choice about what, where and how I learn? Do I have opportunities to explore and make mistakes? Do I have opportunities to engage deeply in my learning and to practice the skills I need to lean? Image: xphere CC0 Public Domain
- 18. Using the online environmentto make every part of the learning experience transparent for learners. • Enables learners to navigate the process in ways that suit them. • Provides plenty of ‘rewind learning’ opportunity. • Can be accessed at school and at home. • Offers parents an opportunity to ‘see’ and support the learning.
- 19. Students will bemore engaged when they... ● have control over their learning, ● are able to develop their skills and knowledge, ● understand the purpose behind what they are learning. (Daniel Pink)
- 20. Learner choice Learning areasallow for learners to choose from a variety of spaces and locations the one(s) that best suit the learning activity they are engaged in.
- 21. Self management Learners usethis simply ‘map’ of the school environment to let others know where they are at any time. It is their responsibility to ensure they are where they say they will be.
- 22. Project Tracker Students usethis on a regular basis to monitor progress and receive recognition for the progress they are making. Provides an overall ‘map’ of what is expected. Students are expected to maintain a portfolio of evidence that demonstrates their achievements.
- 23. Learning Progressions Clear guidancefor teachers to ensure learning progressions are monitored and reported on through the learning life of a student at school Acknowledgement: Halswell Primary School
- 24. Learning Progressions Learning progressions ina learner profile that is used by students and teachers to monitor progress and set goals. Acknowledgement: Hobsonville Point Primary School
- 25. Rubrics Success criteria are clearlyexpressed in rubric form and made accessible to learners from the beginning, allowing them the opportunity to provide evidence, with understanding, of their own progress.
- 26. Building on whatalready exists
- 27. Continuum of choice– travel example
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- 30. Influencing Change inthe Classroom
- 31. Spectrum of StudentVoice https://studentsatthecenterhub.org/wp-content/uploads/Spectrum-of-Student-Voice011717.pdf
- 32. Scale,Share and Sustain Multiplyyour impact. Leave a legacy. Engage Others Determine who you need to collaborate with Overcome Inertia Frame your novel ideas as familiar and friendly Generate Confidence Build Self-belief. Eliminate Resistance Help people convince themselves Test and Learn Make experimentation a core capability Remove Sludge Make it easy to do what matters most Map Landscape Pinpoint the problems and bright spots Subtract Remove, reduce, recycle FRICTION FREE TRANSFORMATION Simple, Fast and Frugal: 3 Stages, 9 Modules https://futuremakers.nz/friction-free-platform-for-change/
- 33. https://nimodemo.com/futuremakers An AI-enabled toolthat builds empathy and enables you to develop valuable skills as you guide others to embrace change.
- 34.