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SASPA Scoping Workshop, Conditions/wants/environment, Connecting - Coggle…
SASPA Scoping Workshop
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Next steps
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Identifying additional support (facilitation, learning, site visits, contextual resources)
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Challenges
- Transfer: Y12 strategic awareness - KWTDWYDKWTD (BRSC)
- Senior transfer of Science Inquiry Skills (GIHS)
- Learning and assessment feedback - Student knowing next steps from L&A feedback (RHS)
- Compliant students (BRSC, GIHS)
- Shifting from behavioural engagement to cognitive engagement
- Agentic engagement opp???
- Voice to agency in assessment (GIHS)
- Student buy-in in how to demonstrate learning/capability development
'Hello, new, shiny thing'
- Improvements with longevity (RHS)
Hearing the voice of all learners vs prefects (CCC, ABHS)
- Involving disengaged students - building their agency and opportunities
Opportunities
Exploring learner agencyConsolidation and understanding in language: capabilities, dispositions, MYP, complex competencies... (BRSC, NIHS)
- What is learner agency? Unpacking the IB MYP (CCC)
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How to assess capabilities (BRSC, ABHS)
- Assessing development vs against a year level std. (OAC)
Supporting students to develop and exercise agency (BRSC, RHS, ABHS)
- Priming teachers and learners to be effective receivers and providers of feedback (CCC)
- Completing the learner feedback loop to teaching and learning changes (ABHS)
'Critical friend' schools
- Using CoSA schools for ideas (GIHS, BRSC, RHS)
- Using the Riverland Alliance beyond moderating
'What do we value and why' dialogue in sites; with learners and teachers (RHS) (Dialogue as a starting point for change)
Walkthroughs - 'Is what we think is happening, happening?' (R)
- 'Where are we?'
- Involving learners, educators and community in understanding current practice and culture around learner agency
- Where do we want to get to?
- An initial step may be how we do collaboration as a staff
- What are the indicators of agency in a school? How do we measure the level/degree of learner agency in a school?
A learning design process/protocol with students
- ABHS & MSC are using
- Creating a learning design 'sundial' starting with teachers: 'What was the most impactful learning you have done..?' - Teachers
- Involving students in learning design at assessment development stage rather than/AND at end point (ABHS)
Projects currently
- Learners as learning design co-agents - at assessment level; at personal pathway level (MSC)
- Developing and assessing capabilities at the subject level
- Measuring extent of learner agency now
- Assessing development in Maths
CCC
- Combining EIF-AIF??
- Involvement of Learning Area prefects
ABHS
- 40 minute Connect lessons daily
- Learning: what does agency look like for students?
- Upskilling students to be learning design co-agents (starting with prefects??)
- Involving students in learning design at assessment development stage rather than/AND at end point
MSC
- Y9 Voice and Choice year; passion opportunities
NIHS
- Humanities - how to develop capabilities in classes??
OAC
- Assessing development vs against a year level std.
- SELF-DIRECTION - understanding engagement scales
GIHS
- Voice to agency in assessment
- Student buy-in in demonstrating learning/capability development
RHS
- Where are we in terms of learner agency in our schools now?
- What do staff need to learn now to engage further in learner agency
BRSC
- Capabilities learning continuum: Passion Project > EIF > AIF with a current Y9 void
- Overlaying a capabilities lens on Passion Project
- How to assess capabilities?
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