Reflection 2
Today Megan, Ellen and Kelli began to discuss the teams research into Learner Agency. We used the GROW conversations protocol to help guide our dialogue. Our goals were to:
- seek clarity and possibilities on how the team, teachers and leaders enable agency in our learners.
- identify where we were at
- post to the Research Group Blog our thinking and evidence of our learning.
We were situated in the middle of the new learning space. This lead to opening new and practical opportunities in linking with the space and students.
We felt we might need to explore Learner Agency frameworks and theories further. This could be looking into the constructivism model for learning and the Zone of Proximal Development theory.
We identified that some constraints to the flow of enabling agency is the tight hold and frequency of the Know, Do and Be for teachers and students. We were wondering if we could loosen this up a bit to seek creativity and spontaneity. One options to explore this further was to scaffold students to identify their own learning through the BE lens. We will offer ELLI statements around learning dispositions as a reflection in their learning in the future. ACTION 1
The teachers felt that the students aren't that committed to the teacher designed continuums, however they see this as very helpful to the students articulating successes and next steps in their learning trajectory. We were wondering if the students could be more involved in the creation and recording of their growth. This lead to accessing some of the students who were closeby to ask what's happening and how can we support them in being successful learners and controlling their learning.
Tully and Max joined us first and shared when they have learnt something because they wanted to. Max shared his extensive knowledge around bike fixing, wiring and building. Tully shared his exploration into kicking a football, he did this to have fun. We used this experience regularly during the conversation with these students.
We explored the assumption that students aren't connecting to the continuums with the boys. Tully and Max shared that they don't always use it. They are motivated by "being the best they can', setting goals using the continuums was not what they are motivated to do. They were keen to see if making continuums together would be more inviting to set goals. ACTION 2
In terms of accessing help in their learning the three boys (Toby has joined in due to curiosity) felt that the teacher has to help the whole class so helper teachers would be a good support. Also having an expertise wall where people nominate others or themselves in areas they are able to teach/ help others in. This could be linked to the current practise of "I wish my teacher knew..." box/ messaging. ACTION 3
The students felt the learning buddies role can be strengthened. they felt it would be worth expanding the groups for a broader option of help support and were hoping to have student choice of who their learning buddy is in the future. ACTION 4
Finally the group explored the initial wondering from the teachers as to when is the preferred time in the learning to access help. They asked 16 classmates and these were their results. The team will further explore this. ACTION 5
We ended our session reflecting on our learning and highlighting the next actions (labelled above).
Kelli - EdPartnerships
The teachers felt that the students aren't that committed to the teacher designed continuums, however they see this as very helpful to the students articulating successes and next steps in their learning trajectory. We were wondering if the students could be more involved in the creation and recording of their growth. This lead to accessing some of the students who were closeby to ask what's happening and how can we support them in being successful learners and controlling their learning.
Tully and Max joined us first and shared when they have learnt something because they wanted to. Max shared his extensive knowledge around bike fixing, wiring and building. Tully shared his exploration into kicking a football, he did this to have fun. We used this experience regularly during the conversation with these students.
We explored the assumption that students aren't connecting to the continuums with the boys. Tully and Max shared that they don't always use it. They are motivated by "being the best they can', setting goals using the continuums was not what they are motivated to do. They were keen to see if making continuums together would be more inviting to set goals. ACTION 2
In terms of accessing help in their learning the three boys (Toby has joined in due to curiosity) felt that the teacher has to help the whole class so helper teachers would be a good support. Also having an expertise wall where people nominate others or themselves in areas they are able to teach/ help others in. This could be linked to the current practise of "I wish my teacher knew..." box/ messaging. ACTION 3
The students felt the learning buddies role can be strengthened. they felt it would be worth expanding the groups for a broader option of help support and were hoping to have student choice of who their learning buddy is in the future. ACTION 4
Finally the group explored the initial wondering from the teachers as to when is the preferred time in the learning to access help. They asked 16 classmates and these were their results. The team will further explore this. ACTION 5
Kelli - EdPartnerships
