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Are there cultural impacts/ concerns with learner agency? How do we build awareness of these in our multi-cultural setting- Kahikitia - links well into Learner Agency, but can we presume that this applies to other cultures. 

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Are there cultural impacts/ concerns with learner agency? How do we build awareness of these in our multi-cultural setting- Kahikitia - links well into Learner Agency, but can we presume that this applies to other cultures. 

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Is there a difference between learners at the centre and learner needs at the centre? 

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Is there a difference between learners at the centre and learner needs at the centre? 

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Transparency of learning.

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define LA

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Belief that the choice you are making will make a difference to your learning - Empowerment. 

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Belief that the choice you are making will make a difference to your learning - Empowerment. 

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Does all learning have to have relevance to or meet a need for the child at this time - ? 

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Does all learning have to have relevance to or meet a need for the child at this time - ? 

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LA is NOT Sage on the stage but Guide on the side

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LA is NOT Sage on the stage but Guide on the side

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patnership, not complete choice, personalised learning , power to act. Must have shared understanding in classroom, school, community

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patnership, not complete choice, personalised learning , power to act. Must have shared understanding in classroom, school, community

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relational learning - between teachers , students and the community 

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relational learning - between teachers , students and the community 

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where did early adopter schools start their LA journey

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where did early adopter schools start their LA journey

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self assessment - e-learning - variety of tools available to learners

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self assessment - e-learning - variety of tools available to learners

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The difference between understanding agency as students being able to understand and talk about their own learning versus agency as the power to act and a sense of control

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The teacher becomes the facilitator of learning rather than the font of all knowledge 

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The teacher becomes the facilitator of learning rather than the font of all knowledge 

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Students actively involved in their learning. Taking ownership of their learning

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Students actively involved in their learning. Taking ownership of their learning

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Is there a resource bank of lessons which facilitate and teach aspects of LA?

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Is there a resource bank of lessons which facilitate and teach aspects of LA?

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Is there a learner agency language that becomes a cornerstone that helps shape classroom culture?

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Is there a learner agency language that becomes a cornerstone that helps shape classroom culture?

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How do we include student creation of the curriculum when we are 'assessment driven'. 

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How do we include student creation of the curriculum when we are 'assessment driven'. 

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- initiative & self regulation
- interdependence (with context of the classroom)
- social connectedness.

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Teacher as a support role rather than an information giver

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Shifting the ownership of learning from the teacher to the learner

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Shifting the ownership of learning from the teacher to the learner

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A small group of students only with a voice acting as stand-ins for learner agency of all students.

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Learners knowing what to do when they are stuck with their learning

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Learners knowing what to do when they are stuck with their learning

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Believing that students are capable learners, thinkers, and inquirers.

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Believing that students are capable learners, thinkers, and inquirers.

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Teachers as Learners and Students as Leaders

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Teachers as Learners and Students as Leaders

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Reimagining Classrooms: Teachers as Learners and Students as Leaders | Kayla Delzer | TEDxFargo

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Learning is personalised, authentic and relevant.

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How many years does it take approx for a school to move towards LA - including changing the mindset to curriculum changes

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How many years does it take approx for a school to move towards LA - including changing the mindset to curriculum changes

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Adaptive expertise and skills which are more valuable than data and test results

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Adaptive expertise and skills which are more valuable than data and test results

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The power of student-driven learning: Shelley Wright at TEDxWestVancouverED

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It is NOT just handing over control to the students.

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It is NOT just handing over control to the students.

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Student decisions around: time, materials, relationships, interactions, spaces

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Student decisions around: time, materials, relationships, interactions, spaces

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Learning which is responsive to the students needs, learning preferences 

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Learning which is responsive to the students needs, learning preferences 

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The teacher or a computer program provides a menu of options for learners. These options are choices for learners to learn content through images, videos, text-based resources, audio, hands-on activities, or interactions with peers. These options allow learners to access information, engage with content, and express what they know and understand. The choices offered provide learners opportunities to showcase what they know from writing a paper to creating a performance.
Co-Designer

The teacher provides learning possibilities and then gets out of the way for learners to go on their own journey (via ). They invite input from learners to add to options of choices on how they would prefer or need to access information, engage with content, and express what they know. The teacher collaborates with the learner to brainstorm ideas for lesson design, assessment strategies and types of tools and resources to use with activities. Teachers and learners review and collaborate how to give more choice as they learn and demonstrate evidence of learning.

Designer

The learner chooses topics and direction for what they plan to design based on personal interests. They research topics based on questions generated individually or with peers. The learner acquires the skills they need to choose the appropriate tools and resources for developing and creating their design. Learners, individually or with peers, brainstorm and choose ideas using the design thinking process to create change or design new products:

1. Empathize is where they talk to people and reflect on what they see.

2. Define is where learners become aware of needs and how to make changes to meet needs.

3. Ideate is where learners brainstorm ideas and questions around changes.

4. Prototype can be a sketch or model that conveys the product or idea for change.

5. Test is to determine what works, what doesn't work and then modifies the prototype.

The learner can be part of a pathways program that guides the design of their learning. They find an advisor or mentor who can guide them as they explore their interests, talents and passions to discover their purpose. They can choose extended learning opportunities such as internships or apprenticeship to take their aspirations to another level.
The learner chooses a challenge or problem that they are passionate about. This is where the learner wants to make a difference and perseveres to choose what will be their purpose of learning. When they identify the challenge or problem they then own an authentic voice with a clear purpose for the choices they will make to advocate for what they believe. They employ strategies and build a network of others who want to solve the challenge or problem to advocate for change. The group works strategically to develop an action plan to shape the change. When the learner has the experiences of advocacy working toward something they believe in, they are using the power of democracy and understand their part in the system.

Entrepreneur
The learner self-regulates, adjusts, and determines learning based on what they want to do with their lives. They take their ideas and passion to pursue an idea and possibly to create a business. Even young learners may invent or come up with an idea that improves a product or invent something that has never been done before. This is the driving force that becomes their purpose. They take the lead by driving the design process and advocating for what they believe is an important product or idea. They build a support system as their personal learning network (PLN) that helps guide them on their journey to learn, build, design, create, develop, and promote an idea or product. The learner understands the importance of being connected, branding who they are and pursuing their purpose for learning.

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The goal to move from participant to a self-regulated learner takes time and a process for both teachers and learners. The continuum of choice was developed to provide a guide and strategies for teachers and learners who follow this process. When you move to learner-centered and eventually learn-driven environments, learners take more responsibility for their learning. The more choices learners make on their own will challenge them to advocate for what they believe is their purpose for learning.

A big Thank You to Sylvia Duckworth @sylviaduckworth from Crescent School, Toronto, Canada for designing the graphic of the Continuum of Choice 11/2015.

This page including the chart was created by Barbara Bray and Kathleen McClaskey 11/2105 of Personalize Learning, LLC (c). For permission to distribute copies, to adapt or to use in a publication, contact Personalize Learning, LLC at personalizelearn@gmail.com.

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The teacher or a computer program provides a menu of options for learners. These options are choices for learners to learn content through images, videos, text-based resources, audio, hands-on activities, or interactions with peers. These options allow learners to access information, engage with content, and express what they know and understand.

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Students being passive recipients.

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Feedback conversations related to where the student is at

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Feedback conversations related to where the student is at

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What other tools can we use to implement LA as a school

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What other tools can we use to implement LA as a school

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Deliberate acts of teaching using the key competencies as a framework

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Deliberate acts of teaching using the key competencies as a framework

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learners are...actively involved in the learning process

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learners are...actively involved in the learning process

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How does learner agency look different in different settings: 

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How does learner agency look different in different settings: 

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ie year 5 - year 7  or year 12

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Teacher putting their feet up and leaving students on their own

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Teacher putting their feet up and leaving students on their own

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Self-directed learning through personal interests, facilitated by support from teacher to develop skills.

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What we are learning, why we are learning it, how we are going about learning it and knowing what our next steps are

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What we are learning, why we are learning it, how we are going about learning it and knowing what our next steps are

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Choice without understanding of why and how you are learning. 

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Choice without understanding of why and how you are learning. 

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Students following their interests and passions

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giving students challenges, choices - being creative and collaborate

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Students having the toolkits to know their learning steps, access relevant material and assess whether they have achieved it.

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Just giving the students choice without DAT to equipping them to act .

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Just giving the students choice without DAT to equipping them to act .

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Students authentically engaged in learning (behaviourally, emotionally and  cognitively)

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Students authentically engaged in learning (behaviourally, emotionally and  cognitively)

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A partnership between the learner and teacher co-designing a learning pathway to meet next steps and personalised goals - Do students know what to look for? Are teachers scripting the right questions?  Are teachers providing transparency to be successful - assessment for learning strategies? 

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A partnership between the learner and teacher co-designing a learning pathway to meet next steps and personalised goals - Do students know what to look for? Are teachers scripting the right questions?  Are teachers providing transparency to be successful - assessment for learning strategies? 

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Students identifying  what they need to know and who/ what will support them in learning this. 

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Students identifying  what they need to know and who/ what will support them in learning this. 

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Students know where they are it in their learning and what their next steps are

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Students know where they are it in their learning and what their next steps are

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How do I implement LA in Y11 if they haven't experienced it in Y9 and 10?

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How do I implement LA in Y11 if they haven't experienced it in Y9 and 10?

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Students doing whatever they want when they want

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stuidents working independently of the teacher, not reliant on teacher, often working together with peers, making their own decisions

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stuidents working independently of the teacher, not reliant on teacher, often working together with peers, making their own decisions

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Teacher-directed activities where there is one "correct" end result

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Empowerment - Do students know what they need to be successful?

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Empowerment - Do students know what they need to be successful?

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Students making decisions

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The power to act
A sense of control over their learning experience

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A one off task that the students choose to do.

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A one off task that the students choose to do.

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Student being empowered to create and drive their own learning

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Student being empowered to create and drive their own learning