St Hilda's Collegiate e-learning leader, Carla Joint talks about the benefits of technology in learning languages. Using the seven principles of learning, identify how distinct components of learner experience influence the development and expression of agency. Students are split into cooperative work groups, not necessarily structured on reading or maths ability. Digital technologies change the way students learn, the way teachers teach, and where and when learning takes place. Advertisement. Provide options that make learning more equitably accessible. Instead, offer customisable supports that remove barriers to writing and enable all students to achieve the learning goals. 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. Start tough word tester. 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. NZ Road Code. Utilise learning approaches that drive agentic learning. 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. Eilish Moran, teacher at Halswell School, explains the importance of encouraging students to be self-directed learners. Celebrating leaders who foster learner agency in the adults they lead. Year 13 English students from Nelson College for Girls discuss the challenges of working in an agentic environment. In this, practical and powerful workshop James Anderson defines learner agency in terms of your student’s attitudes and capacities in five […] They need to be active participants in their learning. online learning courses to access the subjects they wish to learn within a timetable they can manage. 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. UDL is a framework which ensures that the means for learning, and their results, are equally accessible to all students. 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 ). Mike Crawford, teacher at Woodend School, discusses how his students are using Twitter as a vehicle to raise awareness of local environmental issues. Gabrielle Nuthall, teacher at Halswell School, talks about the preparation that took place before they transitioned into their ILE. They allow learners to manage the evidence to support and to demonstrate their achievement as learners. Student 7: The modern learning environment and student agency is revolutionary, Take me for example, I used to really hate working and coming to school was the downside of my day. “It is difficult to feel responsible when you have no agency. Students value having "a lot of different activities to choose from, everyone can do what they like to do”. Lead ICT teacher, Ben Britton and students at Wellington High School describe how 1:1 devices have enabled student agency. These self-management skills create lifelong learners. 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. articulate the learning and the purpose of learning? Information, examples, and resources to support teachers introduce digital citizenship into their learning programme. Learner agency is when learners have the power to act and make choices. When learners move from being passive recipients to being much more active in the learning process, and actively involved in the decisions about the learning, then they have greater agency.”. Activities and resources are produced in a variety of mediums to meet learner needs. 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. 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. 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. Review all structures based on institution-centred decision making, such as; age-based classes, access to resources and timetables that restrict access to subjects of choice. Student agency is described as giving learners the ‘power to act’. Schools are increasingly focused on placing their learners at the centre. 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. Motu School teachers describe how an inclusive approach and incorporating te reo Māori across the school curriculum has impacted on student learning. e-Learning Planning Framework 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. 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! Getting your motorcycle licence in New Zealand involves a three-step process. Customising the assignment by allowing students to make a poster, create a skit, etc. You’ll need to pass a test to prove that you understand the rules for driving safely in New Zealand. Be sensitive to individual differences. “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. Utilise collaborative tools which enable students to work together, teach, and help each other; stretching all learners. Claire suggests 10 ways teachers might provide learner agency in their classroom or school. Introduce one to one devices or BYOD and give students the freedom to use technology in a variety of ways. Virtual Learning Network (VLN). Teachers at Pakuranga College talk about how they have introduced VR into their school and the equipment they use. Russell Street School teacher, Jacqui Innes describes the process and benefits of using e-portolios as a tool for assessment. Eilish Moran, teacher at Halswell School, explains how their innovative learning environment collaborative operates and connections with parents. Review policies where the institution is the focus for resourcing and so on, and change the policies to reflect a learner-centred approach. They must take ownership of and responsibility for their learning. You must be at least 16 years old before you can apply for your learner licence. The Learner Agency Initiative is made up of 5 schools: Meadowbank, Remuera Primary, Maungawhau, Parnell and Epsom Girls Grammar. May peace be widespread. Senior secondary students at Fraser High School reflect on how their sense of themselves as learners changed during a student-driven project. 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. And, they must possess the skills to learn independently, without heavy dependence on external structures and direction.”. Future-focused learning in connected communities. transform information and make something new. Project-based learning is an effective way of fostering learner agency among students. It is directly linked with the NZ Transport Agency Learning Suite, which is a powerful and highly adaptable LMS. Students from Pakuranga College describe the VR game they created as a collaborative project, and the skills they developed through the process. French teacher Sarah Collett and two of her students, describe the usefulness of using a wiki to create and enhance authentic language learning experiences. The opposite of a learner with agency is a passive learner. Are you teaching someone how to drive or helping them get ready? 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. Daniel has ADHD. From 1925 local authorities issued driver licences, which were renewed each year when a completely new licence was issued. The flexibility of digital media means it can be used for representing information, and constructing or gathering information. The increasing use of digital technologies inside and outside school allows tailoring of learning experiences to individual learners, to respond to learner-driven choices about where, what and how learning occurs. – James Anderson, a year 12 student at Hobsonville Point Secondary School, shares what learner agency means to him in this NZC online blog post. challenging needs of todays learners. 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. 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. 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. 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 from Halswell School explain about how they take control of their learning in an innovative learning environment. Information, examples, and resources to support teachers build digital fluency into their learning programme. 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. 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. 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. “I think for me the biggest changes that it’s had are it’s more individually centred and it’s changed my position within the classroom.”. Make greater provision for including and responding to student voices in all aspects of school operation. Canadian teacher Shelley Wright outlines the power of student-driven learning in this TED Talk. Vimi Chandra explains her teacher inquiry aimed at raising the writing levels of targeted students. Agency is having the power or capacity to act and make choices. from The Nature of Learning Practitioner Guide (OECD, 2012). Watch this short video to hear James explain exactly what the Learner Agency Partnership is about: Learners: • … Embedding learner agency in school systems, curriculum. 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. With that information available, teachers can teach more effectively, making strategic, knowledgeable, and motivating decisions that facilitate all students taking ownership of their learning. Teachers, Sara and Emma, talk about the biggest changes they have seen in their teaching since they started using flipped learning. engage in knowledge without being led to it. For example: Learner agency Digital learning environments can support teachers with collecting valuable data for measuring student growth as well as making necessary adjustments to instruction. 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. 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. Provide students with a platform or space for online discussion about their learning that doesn't rely on you. Utilise tools such as Google docs to give feedback in ways that scaffolds students into solving their own problems. Plan to use appropriate digital technologies that provide access for all students and support learner agency. 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. The process enabled students to develop values, knowledge, and capabilities for life beyond school. 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. Developing self-regulated learning skills in young students. Sam Cunnane, head of the arts faculty at Fraser High School, talks about Passionfruit Magazine, which is completely written, designed, produced, by students. Learner agency Video Help Duration: 2:33 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. Learners need to be active participants in the learning process. Schools are increasingly focused on placing their learners at the centre. 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. The NZ Transport Agency Learning Portal provides learners with a simple and intuitive user interface. Students share their experiences of increased learner agency, the role of the teacher, course planning, and the need to balance agency and expectations. Kate Friedwald explains how she uses a Universal Design for Learning (UDL) approach in her classroom at Wairakei School. Learner Agency Resources. A blog post explaining learner agency with links to useful videos and readings. New Zealand Transport Authority ... NZ TRANSPORT AGENCY. “Our teachers are still very much there to lead the learning, we also see that we're in partnership with our students to co-construct the learning and to share the ownership of their learning with them. Dispositionality, as an orientation to action, aligns with attributes that have been deemed important for lifelong learning (Carr, 2008). Learner agency Video Help Duration: 2:33 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. Year 13 English students from Nelson College for Girls share their experiences of student agency in learning. Menu. 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. Student voice is another aspect of agentic behaviour. 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. Utilise technologies to remove identified barriers such as screen readers, IWordQ so students can focus on learning. Digital technologies in senior secondary school, Using Storybird to improve literacy skills, Fraser High School curriculum integration project – students reflect, Student agency in an innovative learning environment, Enabling student ownership of learning by providing a differentiated programme for a learner with ADHD, Student led inquiry supported by e-learning tools, Passionfruit – a curriculum integration project, Students put learning to the test as part of learning phenomenon Genius Hour. Research and readings, ICT helpdesk Our Story. Learner Agency, Dispositionality and the New Zealand Curriculum Key Competencies. A summary of The Nature of Learning, which highlights the key messages and principles from the full report. Model all appropriate values and attitudes as a digitally-literate learner. 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. recommend teachers use options that develop students’ self-assessment and reflection skills as a way to promote self-regulation. 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. This leads to greater agency. 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? 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. 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. A project has the potential to reshape a learner's environment, connect them to communities beyond the classroom, and develop student voice. Netsafe 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. Learning through play – What's it all about? Students talk about how they now have more responsibility and ownership of their learning. Learners make positive and informed choices to experience success" (Learners are confident, engaged, motivated, know how they learn and where they are heading, make choices, are supported) So for me - that is what student agency looks like, at the moment. Plan realistic challenges that support students to develop rigour and persistance. Future-focused learning in connected communities, May 2014. 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. Learner agency, dispositionality and the New Zealand Curriculum key competencies. Year 13 student Daniel Cowpertwait describes a "mod" he has developed for an online game Portal. 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 centre of the campground picture is the place where students and their teacher/mentors plan their learning personal programmes. 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. Can we dig a little deeper? Team leader, Caroline Marris and year 7-8 students explain how they worked together to design their innovative learning environment. Create a learning environment that encourages active engagement to help students develop an understanding of their own activity as learners. In a learner-centred environment, learners have agency over their learning and classroom systems serve the needs and interests of the learner. to evaluate – and improve – their own thinking and learning. 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. 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. In this, practical and powerful workshop James Anderson defines learner agency in terms of your student’s attitudes and capacities in five […] Makerspace: Highlights of select literature. Learner Agency, Dispositionality and the New Zealand Curriculum Key Competencies This blog post by Edna Sackson explains how the design thinking model is an excellent way to approach the issue, forcing us to think about this from the learner’s point of view first. The learner licence test is making sure that you know and understand the New Zealand Road Code. Five resources to support student wellbeing, Reviewing your curriculum – Possible pathways, Learning locally – Connecting kids to their community. At each step, you gain a new licence with fewer requirements and more responsibilities 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. Just last year, the start of last year, I started in an MLE, it’s really, really, I know this … A range of studies highlight that agency is embedded in key Technology must be effectively woven into instruction to support student learning. The central goal is to develop certain competencies in everyone, to use – and build on – people’s strengths and interests, while also ensuring that everyone has the basics, via a system that allows people to follow personalised learning pathways. Teacher Liz Dench and a student, from Hillcrest High School, discuss accessing how using technologies expands learning. The key competencies in The New Zealand Curriculum provide rich opportunities for students to develop learner agency. Designing a lesson or programme that is student-centred depends upon recognising the important variations among students that might make a lesson less accessible or less informative for some students. 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. This paper explores using digital technologies to support customisation for learning. 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. A curriculum is not student-centred when all students must express or demonstrate what they have learned in exactly the same way. 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. find and follow their own learning pathways? look for creative and new ways to understand an issue? Teams are reflecting on the roles of ‘teacher’ and ‘learner’ and inquiring into the ways they keep learners … This is a tokenistic or watered down version of authentic agency. Students from Pakuranga College, along with their deputy principal, Billy Merchant, share how using their digital devices to access online resources supports their learning. While it is innate for us to have agency, our current mental models of school systems often limit agentic practices. What opportunities do you provide for students to: Are all learners needs catered for? Learn the NZ road code. Where are students exercising their agency? You might offer students the options of: With these scaffolds in place, you can customise the assignment for different students, providing options that would allow both student and teacher to focus better on the construct relevant goal: developing the higher-level strategies of persuasive writing. Ashburton College students, Olivia and Vlad share their perspectives on using NetNZ Hereora leaders share how their cluster wide future-focused inquiry is providing students with opportunities to have agency over decisions around learning. 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. Celebrating leaders who foster learner agency in the adults they lead. Teams are reflecting on the roles of ‘teacher’ and ‘learner’ and inquiring into the ways they keep learners … Mā te pā harekeke te rito ka tipu - Everyone nurtures the growth of a child. NZ Learner’s Practice Test 2020. In this video you can see how the literacy coaches have supported her teacher inquiry in the classroom. To keep everyone safe on the road, you need to learn the road rules before you can get your learner licence. 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. Learner agency spotlight Use our third spotlight to explore learner agency and find strategies to help you build greater agency in your own classrooms. Students involved in maker culture can gain agency by driving their own STEAM learning (Science, Technology, Engineering, Art, and Maths). Select a chapter from the Road Code and work your way through the units. use Moodle or Google sites to support students with accessing and revisiting information anywhere, anytime. Ubiquity refers to the pervasiveness of digital technologies. Providing a range of tools and choice in learning supports students to identify what they need to learn and how they learn best. Each time you complete a unit or a chapter we'll update your progress. She and her students explain how they use it.
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