WORKSHOP: Shifting the Ownership of Learning
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The document discusses the concept of learner-centered education, emphasizing the importance of student voice and agency in the learning process. It highlights various aspects of ownership in learning and the benefits of engaging students by allowing them choice, control, and opportunities for collaboration. The document also presents strategies for shifting ownership of learning and reflects on how these changes can motivate students and enhance their educational experiences.
WORKSHOP: Shifting the Ownership of Learning
- 1. Shifting the Ownership of Learning Deeper Learning Symposium Louisville, 1-3 August 2023 @dwenmoth
- 2. How would you describe the no2on of being ‘learner centred’ in the work you do? People illustrations by Storysetv
- 3. Let’s ask the students… Washor, E and Mohkowski, C (2013) Leaving to learn Do my teachers really know about me and my interests and talents? Do I find what the school is teaching relevant to my culture and interests? Do I have opportuni;es to apply what I am learning in real world se<ngs and contexts? Do I feel appropriately challenged in my learning? Can I pursue my learning out of the standard sequence? Do I have sufficient time to learn at my own pace? Do I have real choice about what, where and how I learn? Do I have opportunities to explore and make mistakes? Do I have opportunities to engage deeply in my learning and to practice the skills I need to learn? People illustrations by Storyset
- 4. What does the term ‘agency’ mean for you? • “The power to act” • “Sense of ownership” • “Executing and controlling one’s own actions” • “Self-efficacy” • “Personalisation” • “Self management”, “Self-direction” “The capacity to behave as purposeful, reflective, responsible social beings, actively seeking to achieve goals that have been understood and endorsed” (OECD) People illustra8ons by Storyset
- 5. Who owns the learning?... Who decides... 1. The purpose of the learning? 2. What is being learned 3. How it is being learned 4. Who the learning occurs with? 5. Where the learning occurs? 6. How feedback and support is provided? 7. How progressions and next steps in learning occur? 8. How success is measured? 9. How progress is monitored, recorded and reported? People illustrations by Storyset
- 6. Student voice and choice? To be learner-centered means to start with the learner, prioritizing their voice throughout the learning process. Randy Ziefenfuss and Lynn Fuini-Hetten People illustra8ons by Storyset
- 7. Student voice and choice? To be learner-centered means to start with the learner, priori2zing their voice throughout the learning process. Randy Ziefenfuss and Lynn Fuini-He2en People illustrations by Storyset
- 8. Spectrum of Student Voice https://studentsatthecenterhub.org/wp-content/uploads/Spectrum-of-Student-Voice011717.pdf
- 9. ACTIVITY People illustrations by Storyset With a shoulder buddy, describe an example from your context to illustrate what’s happening at various stages on this con;nuum
- 10. Why is this shift important? Engagement Motivation (have a stake) Voice Choice, control, challenge, collaboration ● One of the most powerful tools available to influence academic achievement is helping students feel they have a stake in their learning. ● To feel motivated to do something and become engaged in its activity, youth (like adults) generally need to feel they have a voice in how it is conducted and an impact on how it concludes. ● Research has shown that the more educators give their students choice, control, challenge, and opportunities for collaboration, the more their motivation and engagement are likely to rise. https://studentsatthecenterhub.org/resource/motivation-engagement-and-student-voice/
- 11. ACTIVITY: People illustrations by Storyset Shi=ing the ownership of learning. Groups of 3-5 Use the handout provided and follow instruc;ons on the next slide.
- 12. Shifting the ownership of learning • Based on the teaching and learning in your context, rate the statements in each column so that the total for each row should equals 5 (e.g. You could allocate one statement a 5, so the other will be 0, or if you give one a 3 the other will be a 2 and so on.) • Share with your neighbour, explaining why you decided on this rating. What evidence can you point to that supports this? https://futuremakers.nz/learner-agency-2/
- 13. FEEDBACK: People illustrations by Storyset • What did you rate the highest? • What did you rate low? • What were the areas that were more difficult to cite evidence of or caused the most discussion?
- 14. Coming soon... • Agency By Design Playbook • Will be released at the Aurora Ins;tute Symposium in October, and published on the Aurora Website • Followup to the earlier paper Agency By Design: Making Learning Engaging that can be found here: hPps://aurora- ins;tute.org/resource/agency-by- design-making-learning-engaging/
- 15. Agency & responsibility ● To be agentic means to have choices and be able to act on those choices. ● It also means having to accept the responsibility that comes with those choices People illustrations by Storyset
- 16. Agency & responsibility Responsible for self: - Self management - Self directedness - Wellbeing/resilience Responsible for others: - Empathy - Team - Collabora;on Responsible for the environment: - Sustainability - Cybersafety People illustra8ons by Storyset
- 17. What skills are we cultivating? • Being right • Creating ideas • Listening to teacher • Questioning things • Working alone • Being active • Remembering facts • Showing initiative • Following instructions • Self-evaluating • Being adventurous • Accepting what you’re told • Discussing with peers • Copying down • Working with others • Sitting still • Taking responsibility • Showing respect • Imagining possible solutions • Being evaluated
- 18. What skills are we cultivating? • Being right • Creating ideas • Listening to teacher • Questioning things • Working alone • Being active • Remembering facts • Showing initiative • Following instructions • Self-evaluating • Being adventurous • AccepFng what you’re told • Discussing with peers • Copying down • Working with others • SiGng sFll • Taking responsibility • Showing respect • Imagining possible soluFons • Being evaluated
- 19. What skills are we cultivating? • Being adventurous • CreaFng ideas • Discussing with peers • QuesFoning things • Working with others • Being acFve • Imagining possible soluFons • Showing iniFaFve • Taking responsibility • Self-evaluaFng • Being right • Accepting what you’re told • Copying down • Listening to teacher • Sitting still • Working alone • Showing respect • Remembering facts • Following instructions • Being evaluated 21st Century Explorer 20th Century Clerk
- 20. ACTIVITY People illustrations by Storyset
- 21. Strategies to try • Access slideshow at https://tinyurl.com/y3uv826o • Each of the slides provides an example of a strategy that enables a shift in ownership of learning in the classroom. • Discuss how this strategy enables a shift in ownership of learning. • What specific examples of this have you seen in other contexts? • Be prepared to share back with the group People illustra8ons by Storyset
- 22. Reflection ● What has resonated most with you from this workshop? ● What is something you’d like to explore further? ● What is something you’re planning on doing when you return to your school/class? ● What questions do you still have? How are you going to find an answer? People illustrations by Storyset