Year 13 student Daniel Cowpertwait describes his Portal Unity Project – a "mod" for the online game Portal he has developed along with three other students as part of the Impact Project at Albany Senior High School. understand copyright when utilising or acknowledging the source of information. 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. What’s happening in the Environment? look for creative and new ways to understand an issue? The strategy is aligned with New Zealand ’s commitment to the United – James Anderson, a year 12 student at Hobsonville Point Secondary School, shares what learner agency means to him in this NZC online blog post. The flexibility of digital media means it can be used for representing information, and constructing or gathering information. Developing self-regulated learning skills in young students. She describes how a sense of ownership and taking responsibility for learning is incorporated into the culture of the school and into the programmes they offer. Our Mahi. to evaluate – and improve – their own thinking and learning. Students talk about how they now have more responsibility and ownership of their learning. Our Community. Each time you complete a unit or a chapter we'll update your progress. 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. May peace be widespread. Digital technologies can be used to provide a greater range of differentiated support and scaffolding. In this case, developing persuasive writing skills is construct relevant. Support students to realise their learning goals and take charge of their timetable, for example through. 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. NZ Learner’s Practice Test 2020. Whose voices help to shape your local curriculum? Scaffolding challenges in which students can achieve personal and incremental successes according to their needs – and managing this process – are central to helping your students develop agency in their learning. The Portal Unity Project from CORE Ministry Video on Vimeo. 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. In the classroom she uses QR codes to help them with this. She uses Google spreadsheets to create her weekly plan, maths plans, and literacy plans. Karla, it’s good to hear that this is a focus for teachers in Upper Hutt and that you’re working to develop some common understanding about learner agency. Year 5 and 6 students at Hampden Street School talk about the positive impact student agency is having on their learning, how it’s changing their interactions with teachers and classmates, and the resulting lift in their motivation, engagement, and achievement. Ashburton College students, Olivia and Vlad share their perspectives on using NetNZ Place emphasis on formative feedback to support learning. challenging needs of todays learners. Create a learning environment that encourages active engagement to help students develop an understanding of their own activity as learners. Learn the NZ road code.  online learning courses to access the subjects they wish to learn within a timetable they can manage. Information, examples, and resources to support teachers introduce digital citizenship into their learning programme. It is directly linked with the NZ Transport Agency Learning Suite, which is a powerful and highly adaptable LMS. Curricular opportunities in the digital age. When they set personal goals, the learning becomes theirs. puposeful and motivated (they can manage themselves when they get stuck, collaborate with others, focus on a task, are resilient); resourceful and knowledgable (they can find and curate information, connect ideas to create new understandings, transfer understandings across contexts); strategic and goal-directed (they can break-down a task, manage deadlines, organise resources, … The students talk about the impact of increased ownership on their engagement and motivation, how they transfer this experience to other subjects, and the positive impact on NCEA results. 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. 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. Support students to learn through authentic, relevant, real-world contexts, where their interests, skills, and the issues and opportunities within their own communities can form the basis for learning. Students value having "a lot of different activities to choose from, everyone can do what they like to do”. As more than just knowledge and skills, The New Zealand Curriculum (Ministry of Education, 2007) key competencies encompass dispositions for lifelong learning (OECD, 2005). To keep everyone safe on the road, you need to learn the road rules before you can get your learner licence. 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. This project can be applied to learning in any content area. She shares these with students based on a "must do/can do" process. 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. Students from Pakuranga College describe the VR game they created as a collaborative project, and the skills they developed through the process.

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