As part of a broader effort at the Friday Institute for Educational Innovation to better understand how educators have responded to this crisis and to support the transition back to school in the fall, this paper aims to document what districts prioritized during this crisis, how these priorities shifted over time, and where valuable lessons and best practices from the field can be found that might guide North Carolina’s transition back to school this fall. We report on our examination and critical review of 1) school district remote learning plans, 2) transcripts and participant feedback surveys from remote learning support programs delivered by the Friday Institute, and 3) school district leaders’ responses to a statewide survey administered by the NC Department of Public Instruction.
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The Universal Design for Learning Guidelines, created by CAST, directly correlate with what it takes to create the mind shift to the “Learner-Center”, where learner agency is key and we are all natural learners, together, engaged, represented, expressed, and get all learners to the same place but on their own unique pathways. Looking at these models together reinforces how educators can access, build, internalize and thus create expert learners who are purposeful and motivated, resourceful and knowledgeable, and strategic and goal directed.
The concept of learner agency has been integral to educational thinking and practice since the beginning: the idea that education is the process through which learners become capable of independent thought which, in turn, forms the basis for autonomous action, has had a profound impact on modern educational theory and practice. Another way of thinking of learner agency is when learners have “the power to act” - when learning involves activity and initiative on the part of the learner themselves, and not just the teacher, curriculum, and/or resources, etc. Consider concepts such as personalization and learn-centric or learner-centered education: these are aspects of what we might mean by learner agency, but it goes even deeper than that. The UDL Guideline structure supports and elevates these ideas. The three categories: Engagement, Representation, and Action and Expression are subtitled down to the “WHY” the “What” and the “How” of learning. In the learner-centered mindset educators and leaders must consider their answers to the following:
Connecting the UDL model and correlating it with that of the Learner-Center mindset leads to strategic and job-embedded practices that support both the learner and the teacher. A plan that is both competency based, personalized, contextual and relevant, and supporting the learner to develop a master of learning itself - not just a specific set of skills: in short, becoming expert learners. What holds us back? The fear factor. The fear factor for educators to do this is very real: giving up the control that once seemed their role to become the guide and facilitator. Involving the learners in the decision-making is a must. These decisions will place more ownership and empowerment on the part of students. Teachers must become comfortable with changing their leadership style from directive to consultative -- from "Do as I say" to "Based on your needs, let's co-develop and implement a plan of action together." Marry this with the UDL guidelines for a recipe for success. Today education is all about talking the talk of advocacy, choice, and voice that should occur in the classroom as well as in any learning environment, but they don’t do a great job of walking the walk and providing educators with a place to start, to think, to act. Relevance and value on the part of our learners are central elements to success and the learner-centered mindset directly works with UDL fundamentals, placing students at the center of their own learning, requiring collaboration and deep thought. Educators and learners alike need a voice in why, what, and how learning experiences take shape.Letting student interests drive the content that teaches skills and concepts, as well as offering a variety of product options based on what you know about your students is a big leap for some educators and they need strategies and knowledge to inform their own “why” and practice, while also having faith in students’ ability to lead. Educators need to be open to what universal design for learning can offer and that, when the WHY, the HOW, and the WHAT are considered with students at the center, the best of learning and teaching follows. The concept of learner agency has been integral to educational thinking and practice since the beginning: the idea that “education is the process through which learners become capable of independent thought which, in turn, forms the basis for autonomous action”, has had a profound impact on modern educational theory and practice (Trend 1: core-ed.org). Yet, lately, when I have been using the term ‘Learner Agency’ in professional development sessions and in my conversations with educators and leaders, I get the sense that they are not quite sure about how to move from talking about it to actual action. What is it... really?“The notion of agency as contributing to cognitive processes involved in learning comes primarily from the Piagetian notion of constructivism where knowledge is seen as “constructed” through a process of taking actions in one’s environment and making adjustments to existing knowledge structures based on the outcome of those actions. The implication is that the most transformative learning experiences will be those that are directed by the learner’s own endeavors and curiosities.” (Lindgren & McDaniel, 2012) Another way of thinking of learner agency is when learners have “the power to act” - when learning involves activity and initiative on the part of the learner themselves, and not just the teacher, curriculum, and/or resources, etc. Consider concepts such as personalization and learn-centric or learner-centered education: these are aspects of what we might mean by learner agency, but it even goes deeper than that!
Overall there is a sense of independence and responsibility on the part of the learner: the opportunity to have choice and voice in planning, implementation, and assessment. Making Learner Agency a Reality for our Students Involving the learners in the decision-making is a must. These decisions will place more ownership and empowerment on the part of students. Teachers must become comfortable with changing their leadership style from directive to consultative -- from "Do as I say" to "Based on your needs, let's co-develop and implement a plan of action together." Focus on...
Meaningful change must begin with active student involvement. Advocacy, choice, and voice should occur in the classroom as well as in any learning environment. Relevance and value on the part of our learners are central elements to success.
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AuthorJaclyn coaches and assists K-12 educators, ITFs, and Administrators to adapt, not adopt – fostering digital initiatives to transform professional learning through changes in pedagogical shifts and meeting the needs of all learners to champion creativity and innovation. @jaclynbstevens Categories
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