Tag Archives: Engagement

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Learner Agency is something we talk about often, but what does this look and sound like? Engagement is a word teachers use but has its meaning changed? So what is Learner Agency and why do we want our students to be empowered?

A student developing Learner Agency strives to:

Identify their learning goals using appropriate tools e.g. Learning Cycle, pre-tests, continuums, rubrics, exemplars, reflection, etc.

Identify their learning goals based on previous learning, reflections, evidence, etc.

Be open to and explores possibilities for appropriate learning goals.

Use learning goals to monitor and advance their own learning.

Manage a number of learning goals at the same time – incorporating different transdisciplinary skills.

Identify ‘stretch’ goals and understands the incremental steps to achieve them.

Focus on the process, in addition to the product.

Articulate why they are learning it and how it connects to previous and future learning and how they will use it in life.

Make sense of connections within and between curriculum areas.

Make connections between learning goals, learning activities and assessment requirements.

Select learning activities which best support learning goals e.g. teacher focus group, peer tutoring, hands-on, thinking routines, etc.

Select group arrangements appropriate to learning goals.

Select activities that best engage them (Thinking routines, watch a clip rather than reading, writing)

Hold themselves and others to account for their contributions to the group’s outcomes.

Use the characteristics of inquiry to deepen understanding.

Identify the process of inquiry and working through the various stages towards authentic action.

Make cross-curricular applications and real-world connections.

Use a range of strategies to solve problems when learning becomes difficult.

Seek support when ‘all else fails’ to maximise learning time.

Manage transitions to maximise learning time.

Adapt the learning space to support everyone’s learning.

Respond to questions, formulate own questions and share ideas with the class.

Connect classroom practices to the world beyond the classroom.

Practise and transfer learned strategies into independent activity.

Display learner profile attributes.

Select appropriate method to demonstrate learning.

Provide evidence to demonstrate meeting learning goals.

Use exemplars, rubrics, success criteria and other methods to monitor progress.

Reflect on formative and summative assessment to support development of learning goals.

Articulate what they have learnt and which learning strategies are most effective for them.

Develop rubrics according to the specific learning goals.

Initiate self-reflection using appropriate tools

Invite peers and teachers to provide feedback.

Critique one another’s ideas, in order to increase the intellectual rigour of the conversation.

Reflect on previous learning in Transdisciplinary theme.

Taking authentic action as a result of their learning. (Kunyung PS)

These behaviours/actions are goals for a student who exhibits high level Learner Agency. There is also the role of the teacher and the quality of the tasks required to support the student which need documenting. However, I agree when a student starts exhibiting a sense of Learner Agency they are indeed empowered and certainly engaged!

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Cheers Nina