|This is how my brain works when I’m mapping out what has happened this year….Illustration: Andrew DeGraff|
This enquiry has been a cyclical process, and at this stage as a class we have been successful in co-constructing agency, investigating metacognition, and exploring how we learn as a class - but as on
the quest to rescue Princess Leia, the Millennium Falcon arrives at where Alderaan should be but finds nothing, only a big black dark empty space, and the reality dawns on us as a class that we actually have to earn some credits and jump through the NCEA hoops. We are slowly getting sucked into the death star and our first real challenge…..
When I first came to teach in NZ I was confused and in dismay at what I thought was ambiguity in the internal NCEA assessments for PE. I found them really hard to mark as there was no apparent structure apart from the transition from achieved to excellent defined by the words ‘understanding, in-depth understanding and comprehensive understanding’ and being used to the comparatively rigid structure of the GCSE system I was lost - it was almost as if I had to use 'the force' to find a grade! Since embarking on this explorative adventure it has become evident that this flexibility is in fact our friend, and is a major player in engaging and motivating our learners. Learner agency is characterised by a pedagogy that builds on the passions of learners as well as activities that have real world relevance - and with the malleability of the internal assessments they can be modified, and should be modified to motivate and engage learners in authentic and active learning experiences.
|Part of the process enabling agency|
|This is what we came up with, follow this link for the full version.|
|Illustration by Magali Villeneuve|
|Image credit: http://www.neozaz.com/comic-wars-chapter-4/|