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![5. Teaching as Inquiry and Student Inquiry
“It's the uncomfortable zone. You've got to be OK being in the
uncomfortable zone to a certain degree.” “I don't think it's fear of letting go,
but it's fear of the unknown, of how that looks. Everyone I talk to, they want
to do it [agency], it's just how do we do it. They just want the answers, the
technical, the playbook – but there isn't one.”](https://image.slidesharecdn.com/taranakiapdpaugust2020-201118181053/75/Learner-Agency-Workshop-12-2048.jpg)
Uploaded byDerek Wenmoth
Learner Agency Workshop
The document discusses learner agency and facilitating it in schools. It defines learner agency as giving students choice, control, challenge and opportunities for collaboration to increase motivation and engagement. The document outlines 10 conditions to support learner agency, including having the learner at the center; building relationships; responsive cultural practices; distributed leadership; teaching as inquiry; appropriate curriculum and pedagogy; assessment for learning; developing assessment capabilities; leveraging technology; and innovative learning environments. Examples of schools facilitating learner agency through practices like must-do/can-do activities, goal setting, learner choice and self-evaluation are also provided.
In this document
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Introduction to inspiring leadership and a detailed overview of learner agency and its importance.
Discussion on redefining the goals of education and overcoming long-standing traditional practices.
Emphasis on how giving students agency in their learning influences motivation and academic achievement.
Detailed exploration of ten crucial conditions that support learner agency including relationships, leadership, and cultural responsiveness.
Insights into the role of inquiry and localized curriculum in fostering learner agency and assessment for learning.
Overview of innovative assessment methods, goal setting, self-management, and technology's role in enhancing learner agency.
Gratitude expressed, along with contact information, reinforcing the call to action towards empowering students.
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Learner Agency Workshop
- 1. Inspiring the next generationof leaders, thinkers and problem-solvers [email protected] @dwenmoth www.futuremakers.nz http://www.wenmoth.net Empowering Teachers to facilitate student agency Taranaki APDP event, November 2020
- 2. Some themes andtopics we’ll cover… • What is learner agency? • Who do we now learner agency is to be desired? • How are schools facilitating learner agency? • What schools would be good to connect with? • How do we provide an environment for teachers to increase learner agency? • How can we measure learner agency?
- 3. Redefining our ‘why’.. •What are we preparing our young people for? • What are the skills, capabilities and dispositions they will require to thrive into the future? • How might we enable them to shape the world they are growing to develop? Photo by Stavrialena Gontzou on Unsplash
- 4. Reversing the impactof decades of child-centred orthodoxy will be tough. But other countries have tried and succeeded.
- 5. • One ofthe most powerful tools available to influence academic achievement is helping students feel they have a stake in their learning. • To feel motivated to do something and become engaged in its activity, youth (like adults) generally need to feel they have a voice in how it is conducted and an impact on how it concludes. • Time and again, research has shown that the more educators give their students choice, control, challenge, and opportunities for collaboration, the more their motivation and engagement are likely to rise. http://bit.ly/2ecZTh0 What we know
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- 7. 1. Learner atthe centre “Sustained higher achievement is possible when teachers use approaches that enable students to take charge of their own learning. Such approaches do not leave the students to “discover” in an unstructured environment. Rather, they are highly structured in supporting student agency and sustained and thoughtful engagement.” Alton-Lee, A (2003) Quality teaching for diverse students in schooling; Best Evidence Synthesis
- 8. 2. Relationships andpartnerships In essence, students work together and are responsible for one another’s learning as well as their own. Emphasizing thinking and increasing higher-order learning, it has a range of educational benefits, including an alternative to ability grouping and as a way to prepare students for an increasingly collaborative workforce. Building Blocks for an ILE: OECD – The Nature of Learning
- 9. 3. Cultural Responsiveness Teachersand students who acquire the knowledge, skills, and attitudes of cultures other than their own are more equipped for a life in a multicultural world. The Best Evidence Synthesis: Quality Teaching for Diverse Students in Schooling (2003) shows that students learn best when their cultures and languages are visible and expressed within the learning environment.
- 10. 4. Leadership “Leaders whopave the way and create conditions that pull students’ and teachers’ initiative forward, recognise the need to share the leadership of learning; new pedagogies therefore take off and spread rapidly” (Fullan & Langworthy, 2014).
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- 12. 5. Teaching asInquiry and Student Inquiry “It's the uncomfortable zone. You've got to be OK being in the uncomfortable zone to a certain degree.” “I don't think it's fear of letting go, but it's fear of the unknown, of how that looks. Everyone I talk to, they want to do it [agency], it's just how do we do it. They just want the answers, the technical, the playbook – but there isn't one.”
- 13. 6. Curriculum andPedagogy • Nganguru School • Primary school, with 220 students • Located in a coastal settlement near Whangarei - north of Auckland • Localised curriculum – strong focus on local environment as a context • View their plastic free initiative at: https://youtu.be/TjvavvU_tXk
- 14. 7. Assessment forlearning Learner agency can be thought of as fundamental to assessment for learning. “There is a solid link between AfL and learner agency in that agentic learners make decisions about their learning” For students to engage and take active responsibility for their learning we can ensure that they can answer assessment for learning’s three questions; Where am I at? Where am I going? How am I going to get there? (Chappuis, Stiggins, Chappuis & Arter, 2012)
- 15. Digital Badges at OrmistonMiddle School see: https://vimeo.com/361200391 8. Assessment capability Assessment-capable children who have developed a growth mindset and language of learning are likely to be agentic learners. A language of learning and a growth mindset are essential to increasing assessment capability so there is clarity around how to communicate to others about learning and students have the self-efficacy that they can improve performance. (Treadwell, 2016, p.14). View Digital Badges at Ormiston Middle School - see: https://vimeo.com/361200391
- 16. Must Do/Can Do: studentshave choices over which optional activities they complete, in conjunction with the compulsory activities set by teachers. Must-do, can-do
- 17. Learners set goals andidentify the level of support they require. Success criteria help students to identify what is required of them. Goal setting
- 18. 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.
- 19. 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.
- 20. Self-evaluation Students use self- evaluationskills to identify which workshops they need to attend and book themselves into these.
- 21. Rubrics Success criteria areclearly expressed in rubric form and made accessible to learners from the beginning, allowing them the opportunity to provide evidence, with understanding, of their own progress.
- 22. 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
- 23. Learning Progressions Learning progressions usedin a learner profile that is used by students and teachers to monitor progress and set goals. Acknowledgement: Hobsonville Point Primary School
- 24. 9. Technology Technology itselfwill not necessarily improve learning outcomes although the engagement, connectedness, and involvement (i.e. agency) that the tools allow, both inside and outside the classroom, will do so (Benson, 2012; Fullan & Langworthy, 2013).
- 25. 10. Innovative LearningEnvironments Schwarts & Okita (n.d.) identify that agency enables individuals to be autonomous or in control of their social or material environments; both have a reciprocal influence over learning. In situations of high agency, the person is in charge while in situations of low agency the environment is in charge.
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