EIF Pilot at ASMS
Lessons learnt and opportunities embraced
With Richard Greig
Association for Secondary Research Teachers Conference, 17th February, 2024
Our EIF pilot journey
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05
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ASMS Context
Permission to take off? Teachers…
Permission Granted! Students…
Agency
Learner Attributes (Capabilities)
Natural Evidence of Learning
The Australian Science and Mathematics School
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Context matters
Context – �“I’ve found my people”
My son Liam came to the ASMS and graduated in 2016. Back when he started, after his first week, he proclaimed, ‘I’ve found my people.’ He has since been successful in working for Defence, a software engineering start up and offer for studying PhD at Adelaide University. Now I work there! Guess I have too! It is a highly attuned environment for collaborative learning.
It’s obvious features are;
There are no Utopias, it’s full of human beings, but it is quite wonderful. And so much more…
Preparing to take off - staff. “This is culture change.”
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ASMS and EIF readiness…
You wouldn’t think ASMS would experience culture change symptoms in relation to or former work on Agentic Engagement (Student Agency), Learner Attribute Development and Self- Directed Learning/Co-Designed Learning. Well, we did…
Key principles of Learning Environment
Growth Train
Growing pains are part of the process. For some it was a light at the end of the tunnel, a student centred focus on Learning instead of planning back from performance standards for productivity. For others, and surprisingly some newer teachers, it was like a train coming straight at them in that tunnel!
“This is liberating. The students are doing my job!” - No, they are owning their learning… you’re supporting that, so you are doing your job.
Preparing to take off… staff engagement
Putting our money where our mouth is.
It was evident that passive learning pedagogy won’t cut it. Not even an engaging set of slides with a learning menu and games and bells and whistles… because that was not the student’s work. We had to stand back. Why - we will come to Agency and Natural Evidence of Learning…
Preparing to take off… staff engagement
Student agency is a serious part of the school culture, demonstrated by student representation having a real connection with a ‘change makers’ model, connection with Learning Studies Teacher 300 mins a week and a very receptive staff to student initiatives. But in the curriculum, even an integrated curriculum, with so much creative design… is all that a help or a hinderance?
Putting our money where our mouth is.
It was evident that passive learning pedagogy won’t cut it. Not even an engaging set of slides with a learning menu and games and bells and whistles… because that was not the student’s work. We had to stand back. Why - we will come to Agency and Natural Evidence of Learning…
Agentic Engagement
Preparing to take off… staff engagement
Student agency is a serious part of the school culture, demonstrated by student representation having a real connection with a ‘change makers’ model, connection with Learning Studies Teacher 300 mins a week and a very receptive staff to student initiatives. But in the curriculum, even an integrated curriculum, with so much creative design… is that a help or a hinderance?
There was real anxiety about planning backwards from tasks, assessments, rubrics of performance standards. WHAT ARE THE OUTCOMES??? We HAD to change our language. This had to be about the students AS MUCH AS POSSIBLE. Let them explore who they want to be, not necessarily what they want to be. This is not job hunting…
Putting our money where our mouth is.
It was evident that passive learning pedagogy won’t cut it. Not even an engaging set of slides with a learning menu and games and bells and whistles… that was not the student’s work. We had to stand back. Why - we will come to Agency and Natural Evidence of Learning…
Panic -- where’s the rubric???
Agentic Engagement
By the way, there is a rubric!
Just park that for a bit…
Permission Granted, Students!
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This is culture change for our year 10’s !
‘It was almost like having to convince new students that learning like this isn’t naughty.’
Self-directed or Co-designed
We didn’t throw the baby out with the bathwater! Of course students can utilise the experience and knowledge of their teachers…
However,
Avoid insisting on a particular linear plan. Students must select their process as much as possible…
Please, quick chat…
North
Something that INSPIRES YOU
West
What exists in your current thinking and/or practice that aligns?
East
What do you want to know more about?
South
What worries you?
Student Agency
(yes, really)
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We started by sharing and exploring the language and concepts of Student Agency
SACE
We started by sharing and exploring the language and concepts of Student Agency
SACE
Motivation, Self-Efficacy
Cognition, Metacognition, self-directed learners
Learner Attributes
(Capabilities)
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The language of Empowerment
Learner Attributes
A capabilities/
dispositional focus in our Learning Studies Program is designed to empower student Agency, Self-regulation, Meta-cognition.
Learner Attributes
A capabilities/dispositional focus in our Learning Studies Program is designed to empower student Agency, Self-regulation, Meta-cognition.
To be empowered in any culture, especially a learning environment, you need a language to express and explore deep thinking. Language matters…
Learner Attributes
A capabilities/
dispositional focus in our Learning Studies Program is designed to empower student Agency, Self-regulation, Meta-cognition.
To be empowered in any culture, especially a learning environment, you need a language to express and explore deep thinking. Language matters…
Pedagogical change… Interestingly, this is also a chance to ‘flatten’ the power structures, particularly behaviourist responses/structures in school cultures, as strong relationships and ‘safe to be wrong’ learning environments are critical for building student agency.
Natural Evidence
of Learning
Their story, their story telling, their way.
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Natural Evidence of Learning - Why
In extremely plain terms -
If you search SACE EIF Subject Information, you might notice there aren't exemplars for EIF, but rather extracts of examples of modes of presenting.
I'm so glad about that, because if you are going to be involved in EIF, and at the end of it all, all of the evidence of learning submissions look the same, I'm going to call it out now - you're doing it wrong.
Natural Evidence of Learning - Why
In extremely plain terms -
If you search SACE EIF Subject Information, you might notice there aren't exemplars for EIF, but rather extracts of examples of modes of presenting.
I'm so glad about that, because if you are going to be involved in EIF, and at the end of it all, all of the evidence of learning submissions look the same, I'm gonna call it out now - you're doing it wrong.
"This is absolutely, I know, shock horror, maybe even ‘how dare you!’. I’ll say it again. You're doing it wrong. If that happens, this is going to be stale after three shots of it, tops, like some other past tragedies that went on too long, that we really are able to avoid. Learning first. Assessment is still relevant, but that’s for us, the system.”
Learning first - Their story, their story telling, their way.
Tell them this is real and you have their back.
In EIF, students are entitled to demonstrate their learning in a way that is natural, authentic and works best for them. The course has been designed to allow students to authentically capture their experiences; evidence is usually curated for themselves, rather than for others. Students are encouraged to use evidence that emphasises their learning and thinking processes rather than only a final product.
SACE
Your considerations to support students’ development and curation of Natural Evidence of Learning
Consider: • Do students know that it is genuinely acceptable to use formats or mediums that work best for them? • How can you encourage students to capture evidence of their learning as they go? • To what extent do students feel the need to annotate or ‘curate’ their evidence so others can make sense of the story of their learning?
SACE
Please, let’s chat…
North
Something that INSPIRES YOU
West
What exists in your current thinking and/or practice that aligns?
East
What do you want to know more about?
South
What worries you?
Thank you for inviting me and listening
Richard Greig
Learning Studies Leader
Australian Science and Mathematics School