develop persistence and motivation to learn? For example: Learner agency The app can be shared with friends or made available for download from an appstore. designing, setting up, and carrying out research projects that investigate and recommend solutions to a real local issue or problem. Learner agency spotlight Use our third spotlight to explore learner agency and find strategies to help you build greater agency in your own classrooms. Where are students exercising their agency? Curricular opportunities in the digital age. Russell Street School teacher, Jacqui Innes describes the process and benefits of using e-portolios as a tool for assessment. 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. Senior secondary students at Fraser High School reflect on how their sense of themselves as learners changed during a student-driven project. “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. The project encouraged them to self-monitor their learning, leading to increased confidence and self-management skills. 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. LEARNER LICENSING. Effective customisation requires paying attention to aspects of the tasks that are construct relevant for learning and assessment. understand copyright when utilising or acknowledging the source of information. This paper explores using digital technologies to support customisation for learning. Select a chapter from the Road Code and work your way through the units. 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. Information, examples, and resources to support teachers build digital fluency into their learning programme. 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. 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. This project utilised many digital technologies, which enabled collaboration and anytime anywhere learning opportunities. 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. 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. Our Mahi. 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. Teams are reflecting on the roles of ‘teacher’ and ‘learner’ and inquiring into the ways they keep learners … Information, examples, and resources to support teachers introduce digital citizenship into their learning programme. Students and teachers at Hampden Street School have been working towards their goal of building learner agency in their modern learning environment. This sense of ownership leads to increased motivation. Team leader, Caroline Marris and year 7-8 students explain how they worked together to design their innovative learning environment. 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. Watch this short video to hear James explain exactly what the Learner Agency Partnership is about: The opposite of a learner with agency is a passive learner. Utilise learning approaches that drive agentic learning. encourage and respect students’ perspectives. Continuum of Choice by Barbara Bray and Kathleen McClaskey is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. 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.". When learners have the power to act in the learning process, they become agents of their own learning. 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. When they set personal goals, the learning becomes theirs. 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. 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 Staff at Te Kura o Kutarere talk about the change in students' attitude to learning that has occurred as a result of using Storybird in the writing process. A summary of The Nature of Learning, which highlights the key messages and principles from the full report. recommend teachers use options that develop students’ self-assessment and reflection skills as a way to promote self-regulation. You’ll need to pass a test to prove that you understand the rules for driving safely in New Zealand.