Breakout presentation at the Aurora Institute Symposium, 2021 - with Marsha Jones and Joe DiMartino. Based on the paper we co-authored available at https://aurora-institute.org/resource/agency-by-design-making-learning-engaging/
Overview of CORE's Ten Trends 2020 - A retrospective view. Providing insights into the things that are likely to impact on the practice of educators and work of schools into the future
Presentation for the SchoolBox online event, July 2020. Exploring some of the lessons from the COVID-19 lockdown experience, and what we might learn for a blended future.
A presentation of CORE"s ten trends for 2020 - a 15 year retrospective look at the trends we've covered, and some questions to prompt thinking for the future.
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
Overview of CORE's Ten Trends 2020 - A retrospective view. Providing insights into the things that are likely to impact on the practice of educators and work of schools into the future
Presentation for the SchoolBox online event, July 2020. Exploring some of the lessons from the COVID-19 lockdown experience, and what we might learn for a blended future.
A presentation of CORE"s ten trends for 2020 - a 15 year retrospective look at the trends we've covered, and some questions to prompt thinking for the future.
Keynote presentation for the Education Leaders Forum - New Zealand. Abstract: The COVID pandemic has thrown back the curtain on a great deal of what needs to be improved or addressed in our current education system, including a high degree of inequity across all areas, especially access to onlinelearning.
The responses we saw during the 2020 lockdowns promised some transformative action and outcomes. But slowly we’ve seen a ‘return to the old normal’ mindset. The ‘big ideas’ that were evident have faded into obscurity as the old patterns of thinking and acting take over.
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
Future focused schools: aligning strategies to realise positive change - Slides used in my Future Focus Schools online workshop on 5 May and 21 October, 2020
Presentation at the NPDL Deep Learning Lab in Christchurch, 17-18 July, 2019. Focusing on the definition and understandings of learner agency, and the way this transfers into thinking about the changes we need to embrace in our education system to truly enable this.
Presentation exploring the rationale for change to ensure our schools are future focused and operate in ways that prepare young people for their future, not our past!
Presentation at the CORE Breakfast, Auckland
Presentation to the Centre for Veterinary Education (CVE) tutors forum in Melbourne, April 2014. Focus on exploring the functionality of LMS systems to support good online pedagogy.
A presentation for English HoDs in Wellington, looking at the draft Māori Education strategy through the lens of the new Curriculum and Te Mana Korero resources.
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
Keynote presentation at the 2021 FLANZ conference in Wellington. Illustrates the historical development of open, flexible and distance learning in NZ and projects forward to imagine learning in a 'borderless' system.
Supporting learning in a time of social distancingJean Bernard
Discusses the background of the global transition from classrooms to distance learning during the Covid-19 pandemic and offers examples of how teachers, school systems and parents can support children's learning and well-being during this terrible time.
Keynote presentation - with a challenge - for the Upper Hutt Cluster of schools - 31 January, 2020. How can we work to ensure our school programme for 2020 is truly 'future focused'?
Keynote presentation to the Canadian eLearning Network - August, 2020. An overview of the NZ response to COVID-19 in the education sector, focusing on the provisions made for emergency remote teaching.
Keynote presentation to the national conference of the Association of Independent Schools, Wellington. Focus on learning from the past, looking to the future and living in the present.
Future focused schools: aligning strategies to realise positive change - Slides used in my Future Focus Schools online workshop on 5 May and 21 October, 2020
Presentation at the NPDL Deep Learning Lab in Christchurch, 17-18 July, 2019. Focusing on the definition and understandings of learner agency, and the way this transfers into thinking about the changes we need to embrace in our education system to truly enable this.
Presentation exploring the rationale for change to ensure our schools are future focused and operate in ways that prepare young people for their future, not our past!
Presentation at the CORE Breakfast, Auckland
Presentation to the Centre for Veterinary Education (CVE) tutors forum in Melbourne, April 2014. Focus on exploring the functionality of LMS systems to support good online pedagogy.
A presentation for English HoDs in Wellington, looking at the draft Māori Education strategy through the lens of the new Curriculum and Te Mana Korero resources.
How to engage students as individuals as they experience a personal intellectual journey, while systematically understanding and enhancing the quality of the learning environment at the level of the course, faculty and whole institution.
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Jim Rickabaugh on Personalized Learning - E. Carver Co. Schools, Dec. 8, 2014ECarverCoSchools
Jim Rickabaugh of the Institute @ CESA 1 in Wisconsin spoke Dec. 8, 2014 to parents and staff of Eastern Carver County Schools. The audio that goes with this presentation is here: https://soundcloud.com/e-c-c-s/jim-rickabaugh-presentation-e-carver-co-schools. His talk introduces personalized learning for the general audience -- the reasons for it and how it's different.
Enhancing Effectiveness through Enterprise EducationGary Wood
As higher educators, ‘we are trying to tackle the ‘wicked’ problem of preparing students for jobs that don’t yet exist, using technologies that have not yet been invented, in order to solve problems we don’t know are problems yet’ (Jackson 2008).
To face this challenge, we need our students and graduates to be enterprising: able to spot and respond to opportunities by having ideas, and the skills and confidence to do something about them. Enterprise education develops your students’ capability to succeed in being enquiring, deep learners, and contributes to making them successful graduates, equipped to face the challenges of their future careers.
In this workshop, delivered at the University of St Andrew's by Dr Gary C Wood, Enterprise Education Developer and Head of Sheffield Engineering Leadership Academy, University of Sheffield, delegates explored the value of providing enterprising learning experiences for their students, and discussed and share some approaches to help do this successfully.
Note: A handout of the Enterprise Capabilities set out in this presentation is available at http://tinyurl.com/EAentcap
Let's push some boundaries for education in the futureDerek Wenmoth
Workshop slides from my presentations at the Masterton Schools TOD on Tuesday 4 June, 2024. Focusing on providing tools and strategies for teachers to use when looking to become more future focused in their work, and anticipate the changes ahead etc.
Dynamic Education Leadership in a Changing WorldDerek Wenmoth
Keynote presentation to the Manawatu Principals Association, May 2024. Explores three key questions about principalship as a system leadership responsibility.
Agency By Design Masterclass - USBE, March24Derek Wenmoth
Slides used for the USBE Masterclass held in Salt Lake City, March 2024. This masterclass used a variety of activities to engage participants in unpacking the contents of the book: Agency By Design: An Educator's Handbook.
Agency By Design: ensuring rigor in our approachDerek Wenmoth
Keynote presentation at the USBE symposium, March 2024. Introduces the concept of learner agency, and the framework for developing agency by design contained in the book of the same name.
In the rapidly evolving landscape of education in today's world, the ability to navigate complex change is crucial for leaders and organizations. Leading such change requires building the buy-in of stakeholders, address roadblocks hindering progress, and fostering a culture of experimentation that embraces calculated risks and encourages learning from failures. This workshop introduces the concept of transformative leadership, introducing a comprehensive framework specifically designed to guide leaders and organizations as they tackle complex challenges where no obvious solution exists.
These slides are from a workshop run at the Aurora Institute Symposium in Palm Springs, October 2023
Final keynote presentation at the ULearn23 conference held in Manukau, October 2023. Begins by telling the story of the beginning of CORE Education, then reflecting on the boundaries we need to be pushing in order to make educational experiences for our young people authentic, equitable and future focused. Ends with a challenge for all educators to become future makers in the work they do.
Normal Schools are entrusted with setting the norm for teaching practices – so what does this mean as we face the imperative to adapt our education system to a future filled with disruption and uncertainty?
By learning from the past, envisioning the future, and embracing the challenges of today, we can create an education system that empowers young minds to thrive in a world of constant change.
This keynote will explore the transformative journey towards preparing young people for the challenges and opportunities ahead while equipping teachers to navigate this ever-evolving landscape.
Workshop presentation at the JCPS Deep Learning Conference in Louisville, Kentucky, 1-3 August 2023. Introducing the Friction Free Transformation framework and thoughts about how to achieve simple, fast and frugal change .
WORKSHOP: Shifting the Ownership of LearningDerek Wenmoth
Workshop slides from the JSCP Deep Learning Symposium Workshop, Louisville, 1-3 August 2023. Exploring the concept of learner agency and the teacher's role in shifting the ownership of learning.
DLL -Shifting the Ownership of LearningDerek Wenmoth
Slides used in the Insight workshop at the NPDL Deep Learning Lab in Anaheim, April 2023. The focus of the workshop was on the shifts we need to make in order to enable truly agentic learning in our schools and classrooms.
Deep learning innovation in challenging timesDerek Wenmoth
Mobilizer presentation to the NPDL Deep Learning Lab (DLL) in Anaheim, April 2023. Explores the innovative approaches taken by three New Zealand teachers when classes were disrupted by COVID and extreme weather events.
Keynote presentation to the Queensland Principals Conference in Brisbane, 11 October 2022. Focusing on key themes of transformation in our education system to build resilience in our schools and better serve our learners and our communities.
Keynote presentation at the Life Education conference, Te Pae Otautahi - July 2022. Exploring the drivers and future directions for the organisation in a hybrid world
Presentation prepared for school leaders and SLT members, introducing the concept of hybrid learning and exploring strategies for leading this change in schools.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Agency By Design: Making Learning Engaging
FROM NEW ENGLAND TO NEW ZEALAND
AND PARTS IN BETWEEN
Derek Wenmoth
FutureMakers,
New Zealand
Marsha Jones
University of Arkansas
Shelly Poage
Principal, John Tyson
Elementary School,
NW Arkansas
Joe DiMartino
Center for Secondary
School Redesign Inc.
3. Agency By Design: Making Learning Engaging
Download the paper
Our paper is available online on the
Aurora Website:
https://aurora-
institute.org/resource/agency-by-design-
making-learning-engaging/
4. Agency By Design: Making Learning Engaging
FOCUS OF TODAY’S PRESENTATION
1. Demonstrate how intentional and deliberate planning in lesson design builds
and supports student agency.
2. Review the essential elements fostering agentic behaviors and suggest
participants reflect on their own environments as a comparison and identify
areas strength or improvement
3. Review the three dimensions of agency and then invite participants to reflect on
their own practice
4. Introduce an instructional design model focused on agentic behavior and come
away with practical ideas to implement in their own context.
5. Hear from students who will share their perspective as partners in the learning
process
5. Agency By Design: Making Learning Engaging
AGENCY REVEALED
Both Positive and Not so Positive experiences of the pandemic…
• Internet access
• New demands on parents
• Diminished connections with peers face-to-face
• Social and emotional concerns ( general well-being)
• Ability to manage learning expectation and assignments
• Conduciveness of home environment for learning
• Teacher responses to remote learning environments
6. Agency By Design: Making Learning Engaging
WHAT HAVE WE LEARNED?
• There is still a lot of work to be done.
• We cannot confuse compliance with agentic behaviors
• We can take deliberate action to promote student agency
• Utilizing design inspired leadership models
• Institute practices the support agentic behaviors in a partnership
learning model
• Intentionally plan for increased agentic behaviors in the design of the
curriculum, Learning activities, acts of teaching, assessment and
progress monitoring.
7. Agency By Design: Making Learning Engaging
UNREALIZED POTENTIAL OF LEARNERS
Agency is…
• “Having choices and the ability to act on those choices”
(Skills, ability and dispositions)
• “Unlock the basic genius and goodness of every student.” (Greg Sinner)
8. Agency By Design: Making Learning Engaging
THIS WE BELIEVE
• We believe that student agency is an essential attribute of learners of all ages.
• We believe that student agency must be developed deliberately and intentionally.
• We believe that agency should be a core component of the requisite planning so all
learners can thrive and be successful.
• We believe that agency can and should be promoted within the organization of the
curriculum, the planning process, the design of instructional activities, and the
assessment of learning.
• We believe that there are elements of student agency already established in teacher
evaluation and supervision models but are not at the forefront of teacher expectations.
• We believe that a catalyst for success requires leaders (classroom, building, district) to
embrace “design-inspired” leadership strategies.
9. Agency By Design: Making Learning Engaging
DESIGN INSPIRED LEADERSHIP QUALITIES
As leaders we must promote:
• Different roles and relationships
• Classroom activities that reflect more choice, self-determination, self-
management, creative freedom and student leadership
• Include student voice in more formal ways
• Promote inquiry that allows for student voice in the design of the
curriculum
• Promote assessment FOR Learning
10. Agency By Design: Making Learning Engaging
SHIFTING ROLES
• Leaders model this new vision in their interactions with faculty and
students
• Leaders engage in capacity building, distributed leadership, and
infrastructure change which includes faculty and students
• Leaders share control through collaboration and input
• Leaders use best practice models of change
• Leaders develop communication strategies about the new vision
• Leaders exhibit flexibility in use of space, time and resources
11. Agency By Design: Making Learning Engaging
BARRIERS TO SUCCESS
• Student management over authentic engagement
• Structure over innovation
• Hierarchy over collaboration
• Compliance over self-direction
• Fixed mindset over growth-mindset
• Risk avoidance versus risk taking
12. Agency By Design: Making Learning Engaging
10 CONDITIONS FOR LEARNER AGENCY
1. Learner at the center of all learning experiences
2. Relationships and partnerships
3. Cultural responsiveness
4. Leadership
5. Teaching as Inquiry and Student inquiry
6. Curriculum and Pedagogy
7. Assessment for learning
8. Assessment for Capability
9. Technology
10. Innovative Learning environments
13. Agency By Design: Making Learning Engaging
MORE THAN VOICE AND CHOICE
Requires accepting responsibility for...
• Self: self expression that avoids harm or negative consequences
• Others: understanding how our personal decisions will impact others
• Shared environment: awareness of how our actions impact our
environment
14. Agency By Design: Making Learning Engaging
FOSTERING AGENCY IN LEARNING DESIGN
Curriculum • Who is involved in the development of the curriculum?
Learning design • What role do the student play in the design of learning and when engaging
with the learning activity?
Acts of teaching • What pedagogical approaches are used to stimulate and engage the learners?
Learning support
and supervision
• What role do the students play in supporting and supervising their own
work?
Assessment • What role do students play in determining their own success criteria?
Monitoring Progress • What role do students play in self assessment and what tools are available?
Environment • What freedom do learners have to choose where they learn?
15. Agency By Design: Making Learning Engaging
HEARING STUDENT VOICES
Student Panel:
• Jevin- 6th grader from Hellstern MS
• Miller- 5th grader from John Tyson
• Audrey from Parker Charter School
• Colleen Meaney, Director of the Sizer Center at Parker Charter School
16. Agency By Design: Making Learning Engaging
STUDENT QUESTIONS
• What was a project that was important to you?
• What did you do to make your project a reality?
• How did you monitor your progress?
• How did your project give you voice and choice at school?
• Why did the project matter to you or to others?
17. Agency By Design: Making Learning Engaging
Jevin – 6th Grade – Helen Tyson Middle
School, Springdale, Arkansas
• When I was a student at John Tyson Elementary School, I was an original
Tiger Talk host.
• This experience gave me a voice and was personalized because I got to
learn about and do things that I chose as I met EAST Student Standards.
One EAST standard is to collaborate as a productive team member.
• Podcasting gave me the opportunity to recognize the value of participating
on a team, and participate in various roles on the team.
• I also learned to respect the opinions and contributions of others on the
team. We all had to work together to produce an episode.
• Now that I am in middle school, I am using what I learned through
podcasting and I am trying to start a podcast at my middle school.
18. Agency By Design: Making Learning Engaging
Miller – 5th Grade – John Tyson Elementary,
Springdale, Arkansas
• One of the standards in EAST is to solve community-based problems using
technology.
• We use podcasting technology to connect parents to the great things that are
happening at our school.
• Another standard is to communicate with a variety of audiences. In Arkansas, we
have reading, writing, listening, and speaking standards for each grade level.
• At our school, we use rubrics to measure our progress on each standard.
• Podcasting has given me a voice that I am using to make a difference in my
community and school. This year’s episodes are all about helping parents learn
about 5 skills for personal success. We’ll focus on problem-solving skills, self-
awareness, and appreciating diversity.
19. Agency By Design: Making Learning Engaging
Audrey – 12th grade, Francis W. Parker Charter
Essential School, Devens, Massachusetts
• When I was in tenth grade, I did a project on packaging and sustainability. This
was important to me because whenever I was in the grocery store I would see
Clementines packaged in red plastic netting and I had often wondered, why isn’t
this designed more sustainably?
• To make this idea a reality, I chose to redesign, completely sustainable packaging
for Clementines that would still fit all of the customer’s needs. I applied scientific
knowledge, skills we learned in geometry, and critical thinking skills to design this
packaging.
• I had voice in this project and was invited to choose my own focus.
• This project, like most projects at the Parker School, was super engaging because
I got to combine my passion for helping our climate with our learning in class and
demonstrate competency in a way that mattered even beyond the project.
20. Natural Resource
Extraction for Plastic
◦ Styrofoam, aluminum, tin,
polymer materials, etc.
◦ Plastic
◦ Plastic production uses
crude oil, natural gas, and
coal
◦ Extraction methods:
deforestation, fracking, oil
and gas leaking, among
other harmful effects
Natural Resource
Extraction for
Plastic
21. Agency By Design: Making Learning Engaging
Measurements
• Clementine boxes are stacked separately, not on
shelving
• Length vs Width
• On average, there are 20 medium-sized
clementines in a bag
• One medium-sized clementine is 2 inches in
diameter, 1.5 inches in height
• Sphere volume vs. rectangular prism
• Volume of 120 in³
• l = 8in w = 6in h = 4in
• 192in³ -- 72in³ = 120in³
22. Agency By Design: Making Learning Engaging
Dieline: windows + display features
23. Agency By Design: Making Learning Engaging
WHAT DID YOU HEAR?
Curriculum • Who is involved in the development of the curriculum?
Learning design • What role do the student play in the design of learning and when engaging
with the learning activity?
Acts of teaching • What pedagogical approaches are used to stimulate and engage the learners?
Learning support
and supervision
• What role do the students play in supporting and supervising their own
work?
Assessment • What role do students play in determining their own success criteria?
Monitoring Progress • What role do students play in self assessment and what tools are available?
Environment • What freedom do learners have to choose where they learn?
24. Agency By Design: Making Learning Engaging
CLOSING COMMENTS AND QUESTIONS