At Trinity Gardens in South Australia, a significant transformation is underway, with a clear focus on increasing learner agency. While developing agentic learners can often seem vague, the evidence of impact at Trinity Gardens is clear. The school’s approach is ensuring that students have the knowledge, skills, and learning habits needed to make informed decisions and actively progress in their learning.
A vital component of our partnership with schools is supporting the intentional alignment of systems and processes with clear learning designs, quality professional development, effective implementation practices, and robust evaluation processes. These elements have been instrumental in creating an environment where learner agency thrives at Trinity Gardens.
Recently, the staff participated in a ‘Ghost Walk’ during an after-school meeting—a structured walkthrough of learning spaces when classes were not in session. The focus was on identifying evidence of impact connected to their professional learning focus on explicitly teaching students learning strategies. Below is a sample of the many images captured on the learning walk take a look at some samples of the evidence gathered during this process below. As you view the examples, consider the extent to which a ‘ghost’ walk at your school would surface similar evidence of learner agency.
LEARNERS MONITORING PROGRESS
SEEKING, GIVING, RECEIVING AND ACTING ON PEER FEEDBACK
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