The four teams presented their inquiries
Student Agency Team - Reading: Principals Sabbatical Report
Bernie Leonard St Josephs School Temuka Term 3 2017
"How can school use student agency to optimise educational outcomes ."
NZC- Key competencies, about developing dispositions and sense of agency to empower the individual to understand and negotiate perspectives and values of others - aim of contributing to more productive and inclusive workplaces and societies Key Points
Looking at core business of Principals role -To manage the learning environment based on the science of how students best learn
Key Readings -Researchers he drew info from;
John Hatties - Visable learning ResearchDr Julia Atkin - paper From Values & Beliefs about learning to practice
Sir Ken Robinson - as a checkpoint for new direction
Also used -(midlab text-How the learning sciences inform the design of 21st century learning environments) http://www.oecd.org/education/ceri/50300814.pdf
Student Agency
Is about students having the power, combined with chioces to take meanginful action and see the results of their decisions.
Ownership of learning shifts from teacher to the student
Enables students to have understanding ,ability and opportunity to be part of the learning design and to take action to intervene in the learning process to affect outcomes and become powerful life long learners
Key Three Attributes
1- Agency involves the initative or self regulation of the learner
(pre -requsite is the belief that their behaviour and approach to learning is actually going to make a a difference, i.e. A personal sense of agency.) Successful people act on their beliefs
2- Agency is interdependent - It mediates and is mediated by the sociocultural context of the class room-Learners must develop an awareness that there are consequences for the decision they make and the actions they take. (N.B. sociocultural mediation -refer Vygotsky - sociocultural context is influenced by semiotic tools - language, maths system, numbers, music, art etc))
N.B. implications for Maori - (need to promote Maori enjoying sucess as Maori.)
3- Agency includes awareness of responsibility for ones own actions on the environment and others (social contentedness dimension) Every decision a learner makes and action they take will impact on the thinking, behavior or decisions of others-and vice versa (idea of dialogic negotiation -attends to implicit intentions behind the speakers actual words -less competitive more likely to facilitate cooperation -triggers higher mental functioning) opposed to regular conversation -which attends to implicit intentions behind the speakers actual words.
Key - Teaching Approaches - socio constructionist and collaborative
Approaches to use enable this when they are used in an integerated way
Guided teaching - with learning goals, feedback and measurable outcomes
Action Learning - students determine objectives in collaboration with teacher - strong element of of learner self organisation and planning
Experiential learning -Where what is learned is determined by context and learners motivations
Agentic Learners - Need to develop
The capacity to engage strategically in learning-without waiting to b directed
Take ownership and responsibility for their learning
Possess the skills to learn independently, without heavy dependence on external structures-direction.
Why -
traditional sucess in education system = people less likely to be entrepreneurial (Zhao,2012)
What was considered success is now a narrow view of learning
Society now needs adaptive expertise-people able to be innovative, flexible and creative in a variety of contexts.
Need to ensure and expect success for all
Learner orientated system -placing learners at the center of all decision making - provide support for all learners that is respectful and responsive to their individual preferences, needs, values, support active involvement of learners and their families in the design, and provision of what is learned and how it is leaner and where learning takes place-Ka Hikitia Accelerating success 2013-2017
Dr Julia Atkin
Focus your attention on
Your practise-actions -through a lens of core values-beliefs of the school and see these values and beliefs as guidelines for the action you take-i.e. your teaching practise
Key to always think
- What do we value?
- What are the beliefs about learning that underpin a particular practice -are these beliefs reasonable based on current research about how we learn?
- How is our current practice helping us to achieve what we value?
- How will a new or different practice improve our ability to achieve what we value and believe
Very Important to imagine, trial and evaluate new or different practices as this is what enables true growth and learning. It is the experience of visioning and engaging in the process of evaluating your practices against what you believe and value
Keys to enable agentic learning - One Model to enable agentic learning in the class room
Relationships -quality relationships very important - balance care and expectation
At the start of a lesson
- Discussion -what we are learning and why
- What we already know shared
- Visual display following modelling or analysis of skills evident in a piece of work
During a lesson
- Sucess criterial and stratiges child is using decribed and on display visually
- Deliberate acts of teaching-modeling, analyzing, viewing etc
- Student working independantly or with teacher
- Individual conferences
- "Show me in your reading or writing where /when you are using the skill ... This demonstrates what you are learning.
After the lesson
- How did you go with your learning
- How do you know
- What are you able to do
- What did you find tricky?
- Peer and self assessment using a highlighter, ticking etc
- What are your next steps
Mapping student progress
- Visual map-e.g. I can sheets, hexagons
- Learning pathways -i.e. clear progressions
- Formative assessment - against the id success criteria - id student achievement-learning
- What acelleration strategy is needed for those without mastery
- What are the next steps for those who have mastery
Celebrating success
- Sharing with parents
- Publishing etc
Keep in mind
Students also need to be agents for fostering a stimulating and caring culture within the school
Sir Ken Robinson defines education as
"to enable students to understand the world around them and the talents within them so that they can become fulfilled individuals and active compassionate citizens"
N.B. Research is finding-Students who is motivated in the classroom is more likely to be engaged in their community and positive community experiences improve engagement in school. Data is showing that student engagement in communities correlates with higher academic perfoemance
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