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.

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?
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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?
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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)
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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?
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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
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8. Spectrum of Student Voice
https://studentsatthecenterhub.org/wp-content/uploads/Spectrum-of-Student-Voice011717.pdf

9. ACTIVITY
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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:
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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:
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• 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
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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
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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
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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?
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23. Thank You
derek@futuremakers.nz
@dwenmoth
www.futuremakers.nz
hKp://futuremakers.nz/blog