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. 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. Year 7-8 students, Ruby and Harriet explain how their innovative learning environment allows them to have control of their learning at Halswell School. Successful learning requires the means for learning – the pedagogical goals, methods, materials, and assessments of instruction – to be accessible. Students share their experiences of increased learner agency, the role of the teacher, course planning, and the need to balance agency and expectations. Place emphasis on formative feedback to support learning. Encourage students to think deeply about their learning; co-construct learning goals that require students to use reasoning and exercise agency in solving problems. The Learner Agency Initiative is made up of 5 schools: Meadowbank, Remuera Primary, Maungawhau, Parnell and Epsom Girls Grammar. Caroline Marris, year 7 and 8 team leader at Woodend School, discusses how students contributed to the design of their innovative learning environment. 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. They talk about the positive impact that increased agency has had on their learning, engagement and results. Nurturing learner agency through inquiry Learner agency has become a central goal of education systems around the world. Nigel Mitchell, HOD English at Tawa College, and students in his class talk about the benefits of using Prezi to collaborate and take control of their own learning. The maker movement is about putting the making back into learning. This means that information in a visual diagram may be presented in an alternative way – like a verbal description or a tactile graphic – so that there is an alternative for students with poor vision. ", "The more educators give students choice, control, challenge, and collaborative opportunities, the more motivation and engagement are likely to rise.". She shares these with students based on a "must do/can do" process. These self-management skills create lifelong learners. 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. 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. As time goes on it will be great to hear more about any common practice that develops from that understanding. She uses Google spreadsheets to create her weekly plan, maths plans, and literacy plans. Important to the process is the presentation of those products to an interested, authentic audience. Mike Crawford, teacher at Woodend School, discusses how his students are using Twitter as a vehicle to raise awareness of local environmental issues. The purpose of this paper is to contribute to the ongoing conversation on what key competencies can look like in New Zealand classrooms. Build learner agency by creating a truly learner-centred environment, which is supported by applying Universal Design for Learning (UDL) principles and utilising digital technologies. Vimi Chandra explains her teacher inquiry aimed at raising the writing levels of targeted students. This report from Associate Education Minister Nikki Kaye's 21st Century Learning Reference Group focuses on transforming teaching and learning, enabled by technologies that are widespread in our society. 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. to evaluate – and improve – their own thinking and learning. Our Story. ... Our free NZ driving practice tests are based on the official 2020 Road Code Handbook from the NZ Transport Agency. Research and readings, ICT helpdesk At each step, you gain a new licence with fewer requirements and more responsibilities LEARNER LICENSING. Getting your motorcycle licence in New Zealand involves a three-step process. Learner Agency, Dispositionality and the New Zealand Curriculum Key Competencies. collaborate with peers to develop answers? Together we will create a community in which all learners succeed and flourish. Hereora leaders share how their cluster wide future-focused inquiry is providing students with opportunities to have agency over decisions around learning. 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. A blog post explaining learner agency with links to useful videos and readings. Advertisement. 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 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. Students are split into cooperative work groups, not necessarily structured on reading or maths ability. As more than just knowledge and skills, The New Zealand Curriculum (Ministry of Education, 2007) key competencies encompass dispositions for lifelong learning (OECD, 2005). Login page for NZ Transport Agency Learning Portal. Russell Street School teacher, Jacqui Innes describes the process and benefits of using e-portolios as a tool for assessment. 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. Developing self-regulated learning skills in young students. The strategy is aligned with New Zealand ’s commitment to the United 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. Teachers, Sara and Emma, talk about the biggest changes they have seen in their teaching since they started using flipped 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. Watch this short video to hear James explain exactly what the Learner Agency Partnership is about: It suggests ten strategic priorities for 21st century skills and digital competencies. What is the Learner doing? In her PhD thesis, Lynne Bird explores how NZ teachers introduce and develop particular self-regulating learning strategies and tools in primary classrooms to improve students’ skills in self management of learning. They must take ownership of and responsibility for their learning. The flexibility of digital media means it can be used for representing information, and constructing or gathering information. encourage and respect students’ perspectives. Are you teaching someone how to drive or helping them get ready? Sustaining community-linked real-world learning opportunities often requires time for new partnerships and relationships to form between schools and people/groups, and teachers and learners need to become comfortable in new roles in order to support learners to have more agency and ownership of the direction and outcomes of their learning work, Supporting future-oriented learning and teaching: A New Zealand perspective. Ako i roto i ngā hangarau matihiko - arā, te mahitahi o ngā ākonga me ngā kaiako. At St Hilda's Collegiate, every Year 9 student is mentored with someone from the local community and they work throughout the year on their Passion project. News page May peace be widespread. You’ll need to pass a test to prove that you understand the rules for driving safely in New Zealand. Learn the NZ road code. Principal, Simon Marshall describes how teachers and learners drew strength from school values during distance teaching and learning. modify information for personal preferences. 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. 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. 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 allow learners to manage the evidence to support and to demonstrate their achievement as learners. Project-based learning is an effective way of fostering learner agency among students. Information from NZC Online to support teachers with gathering student voice. In the classroom she uses QR codes to help them with this. With that information available, teachers can teach more effectively, making strategic, knowledgeable, and motivating decisions that facilitate all students taking ownership of their learning. NZ Road Code. Introduce one to one devices or BYOD and give students the freedom to use technology in a variety of ways. Learner agency spotlight Use our third spotlight to explore learner agency and find strategies to help you build greater agency in your own classrooms. 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. challenging needs of todays learners. 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. Claire Amos talks about fostering learner agency at Hobsonville Point Secondary School. To have a voice in how an activity is carried out or in how the meaning specific to that activity is constructed can greatly enhance students’ motivation to engage precisely because they are allowed to invent their environment as they simultaneously invent themselves.”, Convert your classroom into a makerspace and support your students through their creative endeavours. Our Mahi. Celebrating leaders who foster learner agency in the adults they lead. Utilise learning approaches that drive agentic learning. What opportunities do you provide for students to: Are all learners needs catered for? 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. 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. 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! Learning through play – What's it all about? Currently, full licences must be renewed every 10 years, and drivers can only hold a learner and restricted car or motorcycle driver licence for 5 years. Senior secondary students at Fraser High School reflect on how their sense of themselves as learners changed during a student-driven project. 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. develop persistence and motivation to learn? Kim Baars describes the learning taking place in Maker classes at Taupaki School. Whose voices help to shape your local curriculum? Very few skills can be developed without timely and relevant feedback. She and her students explain how they use it. 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. Students take ownership of their learning: When learners link content to their passions and interests, they have a greater stake in what they are doing. Student, Lucy talks about her genius hour project and what she has learnt from it. Year 5 and 6 students at Hampden Street School talk about the positive impact student agency is having on their learning, how it’s changing their interactions with teachers and classmates, and the resulting lift in their motivation, engagement, and achievement. Goal setting and reflection: Literacy learning supported by Google docs, Students inquire into innovative learning environments, Students take ownership of their learning, Using e-portfolios to record the learning process, Students communicating beyond the classroom using digital technologies, Authentic learning experiences facilitated through a wiki, Māori achieving success as Māori – changing teaching approach, Year 5–6 learning in an innovative learning environment, Transition to an innovative learning environment, NE–Y1: Creating a connected and innovative learning environment, Extending learning through virtual reality, Beginning to use ICTs to enhance learning, Virtual reality supporting student learning, Flipped learning: Changes to teacher practice, Benefits of a flipped classroom for student learning, Raising student writing levels using Google docs, Language learning supported by technology, Setting up virtual reality at Pakuranga College, Distance learning activities at Newbury School. 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. support tools such as text-to-speech, IWordQ, Social media tools such as Facebook groups and Twitter hashtags. engage in knowledge without being led to it. What is the Adult/facilitator doing? Students identify a need/purpose for an app, which they design, build, and test with their peers. Learner agency spotlight Use our third spotlight to explore learner agency and find strategies to help you build greater agency in your own classrooms. Susan Lee, teacher at Te Kura o Kutarere shares how using Storybird, a free digital story writing tool, has enabled students to become more self-motivated and proud of their work. Anita Head, team leader at Halswell School, explains how drawing on the individual strengths of her team allows them to provide a more refined programme for their students. 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. Learner agency will develop when learners are involved in the whole learning process - including decisions about the curriculum itself, involving learners a lot more in the choices about the what as well as the how and the why of what is being learned. Netsafe Plan to use appropriate digital technologies that provide access for all students and support learner agency. Celebrating leaders who foster learner agency in the adults they lead. Students talk about how they now have more responsibility and ownership of their learning. Beginning learning by asking questions can be a productive way of fostering learner agency. "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”. 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. This spotlight includes short videos, group activities, and opportunities for personal reflection. Where are students exercising their agency? find and follow their own learning pathways? Teacher Liz Dench and a student, from Hillcrest High School, discuss accessing how using technologies expands learning. Daniel has ADHD. A curriculum is not student-centred when all students must express or demonstrate what they have learned in exactly the same way. Citizens will need to be able to create new knowledge. The Learner Agency Partnership is a 12-month package combining professional learning, action research, expert support and mentoring and across-school collaboration and sharing to implement strategies designed to increase Learner Agency in your school. Give students choice about how to record or process their learning – paper and pen, written notes, images or voice recording. Learner Agency Spotlight on L E A R N I N G ... New Zealand Curriculum Online; ... S tr o ng r e lat i o nships are crucial to the s uccess of em pow e ring stu d en ts w ith learner ag e n cy. 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. This has been developed as the official learning tool for the learner licence theory test. 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. And there is plenty of research that tell us this is a very good thing! “Our focus has been really: how do we reduce the reliance on the teacher and how do the students own their learning?". Kate Friedwald explains how she uses a Universal Design for Learning (UDL) approach in her classroom at Wairakei School. Scott McKenzie (senior syndicate leader) and Don McLean (principal) explain how they have been working towards their goal of building learner agency and using digital technologies to support that. Give students time and space to work independently – yes sometimes they will waste time, get distracted and frustrated – but so do we! identifying the tools and technologies to support student access, engagement, and learning. The key competencies in The New Zealand Curriculum provide rich opportunities for students to develop learner agency. UDL is a framework which ensures that the means for learning, and their results, are equally accessible to all students. use Moodle or Google sites to support students with accessing and revisiting information anywhere, anytime. 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. 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.". Utilise collaborative tools which enable students to work together, teach, and help each other; stretching all learners. Technology must be effectively woven into instruction to support student learning. Kno wing t h e le a rn e rs; their skil ls, stre ng ths, passions, interests an d needs is e s sen tia l In the 21st century, citizens need to be able to apply knowledge to solve complex problems, often in cross-disciplinary and collaborative settings. Teaching is based on students' specific needs and learning activities are differentiated and personalised for each learner. New Zealand Transport Authority ... NZ TRANSPORT AGENCY. The project encouraged them to self-monitor their learning, leading to increased confidence and self-management skills. This instalment in the Students at the Centre series explores the links between increased motivation and student-centred approaches. Learner agency; Print. Students can choose to work independently or collaboratively, while also having access to the variety of skills that each teacher can offer. This sense of ownership leads to increased motivation. The New Zealand Curriculum key competencies are about developing the dispositions and sense of agency that empower the individual, and help them better understand and negotiate the perspectives and values of others, contributing towards more productive and inclusive workplaces and societies. Can we dig a little deeper? Identify specific technologies to support all students fully engage such as: When learners co-construct work with their peers, their learning has the power to reshape their social context, giving their work more meaning. Agency refers to the power or capacity to act and make choices. Dispositionality, as an orientation to action, aligns with attributes that have been deemed important for lifelong learning (Carr, 2008). Digital technologies change the way students learn, the way teachers teach, and where and when learning takes place. Ubiquity refers to the pervasiveness of digital technologies. Teacher Susan Lee at Te Kura o Kutarere describes how the focus has moved away from classroom management to students taking responsibility for their own learning, developing confidence in themselves as learners, and wanting to share their writing with others. In a learner-centred environment, learners have agency over their learning and classroom systems serve the needs and interests of the learner. 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. For example: Learner agency Connectedness is about having a sense of being part of something that is bigger than one’s self. 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. Technologically capable learners put the school's learner dispositions into action. e-Learning Planning Framework Teachers at Pakuranga College explain their process for introducing virtual reality (VR) and how they are encouraging students to be comfortable with new technologies. 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. Provide digital tools that make learning easier and more accessible, such as: Knowing your learners is essential for planning and providing options that meet individual needs and preferences. 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. Deputy Principal Claire Amos talks about fostering learner agency at Hobsonville Point Secondary School. Teachers at Pakuranga College talk about how they have introduced VR into their school and the equipment they use. 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. Student voice is another aspect of agentic behaviour. Join these groups to participate in topical discussions with other teachers/educators. Hampden Street School staff and students explain how they have been working towards their goal of building learner agency and using digital technologies to support that. Effective customisation requires paying attention to aspects of the tasks that are construct relevant for learning and assessment. 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. You must be at least 16 years old before you can apply for your learner licence. Utilise technologies to remove identified barriers such as screen readers, IWordQ so students can focus on 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. The social dimension to learning is critical to developing agency. Allow time for independent inquiry, where students have time and space to seek out and create new understanding. A range of studies associate learner agency within the dispositions that are embedded in these key competencies (Carr, 2004; Hipkins, 2010; Hipkins & Boyd, 2011). talk about what they can do and what their next steps for learning are? Nurturing learner agency through inquiry Learner agency has become a central goal of education systems around the world.
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