Kate Friedwald explains how she uses a Universal Design for Learning (UDL) approach in her classroom at Wairakei School. Watch this short video to hear James explain exactly what the Learner Agency Partnership is about: To build learner agency in a student-centred classroom, focus on: Providing access to information is essential to learning, but it is not enough for success. Students value having "a lot of different activities to choose from, everyone can do what they like to do”. collaborate with peers to develop answers? This paper, released jointly by Getting Smart and Buck Institute for Education (BIE), explores equity, economic realities, student engagement and instructional and school design in the preparation of all students for college, career and citizenship. 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. Student voice emerges: When learners are able to make authentic contributions to their school, environment, or community through their learning, their voice finds expression leading to greater empowerment. Allow time for independent inquiry, where students have time and space to seek out and create new understanding. 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. 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. 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. develop persistence and motivation to learn? Newsletter And, they must possess the skills to learn independently, without heavy dependence on external structures and direction.”. Scaffolding challenges in which students can achieve personal and incremental successes according to their needs – and managing this process – are central to helping your students develop agency in their learning. 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. 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. 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. Provide options that make learning more equitably accessible. Learners need to be able to access and understand assessment criteria, and use these for their own critical self-reflections in order to become agentic learners. Plan to use appropriate digital technologies that provide access for all students and support learner agency. Students share their experiences of increased learner agency, the role of the teacher, course planning, and the need to balance agency and expectations. The opposite of a learner with agency is a passive learner. The Portal Unity Project from CORE Ministry Video on Vimeo. Digital learning environments can support teachers with collecting valuable data for measuring student growth as well as making necessary adjustments to instruction. What is the Adult/facilitator doing? 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. 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. Canadian teacher Shelley Wright outlines the power of student-driven learning in this TED Talk. engage in knowledge without being led to it. 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. Citizens will need to be able to create new knowledge. Learning through play – What's it all about? And there is plenty of research that tell us this is a very good thing! The camping ground could have several different “loop tracks” that lead to a variety of different learning experiences. Use digital technologies to setup systems that enable shared planning and monitoring of student learning to ensure you are successfully supporting students to have control over their learning. New Zealand has a graduated driver licensing system (GDLS) which means drivers move from a learner to a restricted and then a full licence. The maker movement is about putting the making back into learning. In this, practical and powerful workshop James Anderson defines learner agency in terms of your student’s attitudes and capacities in five […] Continuum of Choice by Barbara Bray and Kathleen McClaskey is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. This is an important sense for learners to develop. 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. Student, Ruby says, "I like it because we have lots of freedom of what we would like to choose.". Technologically capable learners put the school's learner dispositions into action. Russell Street School teacher, Jacqui Innes describes the process and benefits of using e-portolios as a tool for assessment. Teachers, Sara and Emma, talk about the biggest changes they have seen in their teaching since they started using flipped learning. Learner agency, dispositionality and the New Zealand Curriculum key competencies. Five resources to support student wellbeing, Reviewing your curriculum – Possible pathways, Learning locally – Connecting kids to their community. French teacher Sarah Collett and two of her students, describe the usefulness of using a wiki to create and enhance authentic language learning experiences. Miranda Makin, DP Albany Senior High School, describes how technologies have enabled students engaged in the Impact Project to take their learning beyond the school and engage with experts to find information and share their learning. 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. Note: You can manage your email subscriptions using the links provided in the email footer. Netsafe Login page for NZ Transport Agency Learning Portal. Search result showing all the EDtalks videos that describe and demonstrate learner agency in NZ schools. 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. 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. Year 13 student Daniel Cowpertwait describes a "mod" he has developed for an online game Portal. The Learner Agency Initiative is made up of 5 schools: Meadowbank, Remuera Primary, Maungawhau, Parnell and Epsom Girls Grammar. New Zealand Road Code Resources. For example: Learner agency Students can choose to work independently or collaboratively, while also having access to the variety of skills that each teacher can offer. articulate the learning and the purpose of learning? The centre of the campground picture is the place where students and their teacher/mentors plan their learning personal programmes. May peace be widespread. Successful learning requires the means for learning – the pedagogical goals, methods, materials, and assessments of instruction – to be accessible. 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. 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. This has been developed as the official learning tool for the learner licence theory test. understand copyright when utilising or acknowledging the source of information. Learner agency spotlight Use our third spotlight to explore learner agency and find strategies to help you build greater agency in your own classrooms. Beginning learning by asking questions can be a productive way of fostering learner agency. 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. 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. A summary of The Nature of Learning, which highlights the key messages and principles from the full report. Virtual Learning Network (VLN). Our People. Give students choice about context or topic where possible. Students from Pakuranga College, along with their deputy principal, Billy Merchant, share how using their digital devices to access online resources supports their learning styles. Model all appropriate values and attitudes as a digitally-literate learner. Wairakei School teacher, Kate Friewald describes how she uses Google Docs to support differentiated learning in her classroom. 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. Self-regulating skills develop: When learners can make decisions on how to organise and reflect on their learning, they develop the ability to self-monitor. Technology must be effectively woven into instruction to support student learning. 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 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. Personalising learning can involve shaping students’ learning pathways in ways that support their needs and interests and provide them with agency to make choices about their own learning. 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! At Eskdale School, we aim to empower our students to learn and achieve personal excellence (NZC p.9) Empowerment comes through greater student agency. " Within these approaches, use digital technologies to remove barriers to learning, support student engagement, provide authentic hands-on activities, and support collaboration. Give students choice about how to record or process their learning – paper and pen, written notes, images or voice recording. She uses Google spreadsheets to create her weekly plan, maths plans, and literacy plans. Wairakei School teacher, Kate Friewald describes how she uses Google Docs to support differentiated learning in her classroom. Miranda Makin, Deputy Principal Albany Senior High School, describes how technologies have enabled students engaged in the Impact Project to take their learning beyond the school and engage with experts to find information and share their learning. Our Learning. For the past 10 years, the school’s Impact Projects, where each week students work on real world projects with mentors and partners, has been a mechanism for developing learner agency at Albany Senior High. They allow learners to manage the evidence to support and to demonstrate their achievement as learners. 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. Introduce one to one devices or BYOD and give students the freedom to use technology in a variety of ways. Mā te pā harekeke te rito ka tipu - Everyone nurtures the growth of a child. Student, Lucy talks about her genius hour project and what she has learnt from it. Nurturing learner agency through inquiry Learner agency has become a central goal of education systems around the world. 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. Treetops TV is Leamington School's television driven by the students. Students can use digital technologies to: Encourage students to express themselves using a variety of different media. "Learner agency is the power to act. 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. Jan 16, 2019 - Learner agency / Spotlights / Curriculum resources / Kia ora - NZ Curriculum Online 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. 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.". 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. The student-centred classroom utilises the flexibility of digital technologies to provide a diverse range of students with multiple means of representation, expression, and engagement enabling all students to take ownership of their learning. Learner Agency, Dispositionality and the New Zealand Curriculum Key Competencies. Mike Crawford, teacher at Woodend School, discusses how his students are using Twitter as a vehicle to raise awareness of local environmental issues. The strategy is aligned with New Zealand ’s commitment to the United Learners need to be active participants in the learning process. Student agency is described as giving learners the ‘power to act’. When learners have the power to act in the learning process, they become agents of their own learning. LEARNER LICENSING. Specialised knowledge and higher-order thinking skills will continue to be essential. 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. on this same topic would interfere with a student’s opportunity to develop persuasive writing skills. 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. “Our focus has been really: how do we reduce the reliance on the teacher and how do the students own their learning?". You must be at least 16 years old before you can apply for your learner licence. Getting your motorcycle licence in New Zealand involves a three-step process. Lead ICT teacher, Ben Britton and students at Wellington High School describe how 1:1 devices have enabled student agency. Curricular opportunities in the digital age. It is learning by doing in a way that is controlled by the students. When they set personal goals, the learning becomes theirs. With that information available, teachers can teach more effectively, making strategic, knowledgeable, and motivating decisions that facilitate all students taking ownership of their learning. Digital technologies change the way students learn, the way teachers teach, and where and when learning takes place. 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. This spotlight includes short videos, group activities, and opportunities for personal reflection. Our Mahi. to evaluate – and improve – their own thinking and learning. 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. This is a tokenistic or watered down version of authentic agency. Preparing students for a project-based world. Select a chapter from the Road Code and work your way through the units. find and follow their own learning pathways? Specifically, it focuses on learner agency as an important and undertheorised dispositional element of the key competencies. "The school curriculum should challenge students to use and develop the competencies across the range of learning areas and in increasingly complex and unfamiliar situations”. It is directly linked with the NZ Transport Agency Learning Suite, which is a powerful and highly adaptable LMS. Provide tools such as e-portfolios that enable students to demonstrate their learning in multiple ways. As more than just knowledge and skills, The New Zealand Curriculum (Ministry of Education, 2007) key competencies encompass dispositions for lifelong learning (OECD, 2005). They must take ownership of and responsibility for their learning. Short video to hear more about any common practice that develops from understanding... We 'll update your progress is construct relevant developed without timely and relevant feedback spotlight includes short videos, activities. 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