Learner Agency
Learner Agency, particularly in the context of education in New Zealand (Aotearoa), is about empowering students to take an active and self-directed role in their own learning. This approach emphasises their ability to make choices, set goals, and take ownership of their learning journey. Student agency is rooted in the principle that students have the ability and the will to positively influence their own lives and the world around them. The concept of co-agency recognises that students, teachers, parents and communities work together to help students progress towards their shared goals (OECD, 2019). A big thank you to all the participants of the COP for diving into the Final Research Report on Learner Agency from Tātai Aho Rau - Core Education and summarising the key points. Your efforts have given us a clearer understanding of Learner Agency within our Kāhui Ako. I also want to acknowledge that we have started developing a common language around Learner Agency. This was a crucial first step, and it's fantastic to see how it's allowed us to progress and align our efforts. Here's a list of common vocabulary connected to Learner Agency in Aotearoa: Remember that these terms are interconnected and often overlap, reflecting the holistic nature of Learner Agency in the context of education in Aotearoa. Learner Agency: The concept of students being actively involved in their learning, making decisions, and taking responsibility for their educational path. Whakapapa: Genealogy, ancestry, and connections. In the context of learner agency, it can refer to understanding one's own educational history and cultural roots. Tino Rangatiratanga: Self-determination or sovereignty. In education, it refers to students having the autonomy to make choices about their learning. Whānau: Extended family, community, or support system. It underscores the importance of involving families and communities in a student's learning journey. Tuakana-Teina: Reciprocal teaching and learning, where older students (tuakana) guide and support younger ones (teina). Curriculum Design: Creating learning experiences that allow students to pursue their interests, passions, and strengths while meeting educational goals. Personalised Learning: Tailoring learning experiences to the individual needs, preferences, and pace of each student. Goal Setting: Encouraging students to set both short-term and long-term learning goals, fostering a sense of direction and purpose. Reflection: Regularly reviewing one's learning experiences, progress, and challenges to enhance self-awareness and growth. Student Voice: Providing opportunities for students to express their opinions, preferences, and ideas about their learning environment and experiences. Choice and Autonomy: Giving students the freedom to choose topics, projects, and methods of learning that resonate with them. Inquiry-Based Learning: A student-centred approach where learners explore questions, problems, or topics of interest, promoting curiosity and critical thinking. Self-Assessment: Encouraging students to evaluate their own work, identifying strengths and areas for improvement. Collaborative Learning: Working together with peers on projects, discussions, and activities that foster shared learning and diverse perspectives. Cultural Responsiveness: Recognising and valuing diverse cultural backgrounds, and incorporating different worldviews into the learning experience. Ownership: Empowering students to take ownership of their learning process, fostering a sense of responsibility and commitment. Feedback Loop: Establishing a continuous cycle of feedback between students and educators to enhance learning outcomes. Digital Fluency: Developing skills to effectively navigate and utilise digital tools for learning and communication. Metacognition: Encouraging students to think about their own thinking, helping them become more aware of their learning strategies and processes. Well-being: Prioritising the holistic development of students, including their physical, emotional, and mental well-being. Cultural Capital: Recognising and leveraging students' cultural experiences and backgrounds as valuable assets in their learning journey. Empowerment: Enabling students to feel capable, confident, and empowered to make decisions about their learning and future. Our journey has also seen the creation of a continuum of practice surrounding Learner Agency within our Kāhui Ako. The ideas and discussions shared during our sessions have established an initial foundation, and I'm confident that, as a collective, we'll contribute significantly to the development of this continuum. Once again, I extend my gratitude for the dedication and hard work throughout our four sessions. I eagerly anticipate the next steps in our collective journey and the positive impact we'll continue to make. Link to session slides that include the work done during the workshop.
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