Rowan Taigel discusses Learner Agency and Engagement
'When the New Zealand Curriculum was revised in 2007, the New Zealand Ministry of Education encouraged a focus, not just on learning knowledge, but in contextualising knowledge, and providing a learning environment where key competencies that are critical to sustained learning and effective participation in society and that underline the emphasis on lifelong learning, can flourish. Some of the guiding principles of the Curriculum include the pursuit of “excellence, by aiming high and by persevering in the face of difficulties”; and a focus on “innovation, inquiry, and curiosity, by thinking critically, creatively, and reflectively”. These guiding principles are fundamental in the concept of personal projects.' (Ballard, 2018)
A report published by the New Zealand Ministry of Education in 2012, which looked at future orientated learning in New Zealand (Bolstad, R., et al, 2012) highlights that social, economic and technological change has required a change in the way students learn. Knowledge is no longer something that requires memorisation for later use, but is now considered something more dynamic that is created and applied. We are now living in what is referred to as the 'knowledge age' (Gilbert, J, 2005), and it is our responsibility to ensure learners can contribute meaningfully to the global society, rather than merely exist in it.
The 2012 report calls for the reshaping of education so that opportunities are provided for deep personalisation where all students may reach their own potential. This view is supported by the OECD report on the Nature of Learning, (Dumont, H., et al, 2010). In this report the authors provide further research basis for the application of inquiry models to enhance learning.
The use of personal projects as a driver for learning is not a new concept and has been successfully carried out in various forms both in New Zealand and internationally for many years. Many New Zealand secondary schools including; Albany Senior High, Fraser High School, Rototuna Senior High School and Hobsonville Point Secondary School use personal (impact) projects as a significant component of the learning experience of senior students. International examples of personal learning projects can be seen particularly in Canada the United States in schools such as The Ross Institute , High Tech High School and Minnesota New Country School.
A report published by the New Zealand Ministry of Education in 2012, which looked at future orientated learning in New Zealand (Bolstad, R., et al, 2012) highlights that social, economic and technological change has required a change in the way students learn. Knowledge is no longer something that requires memorisation for later use, but is now considered something more dynamic that is created and applied. We are now living in what is referred to as the 'knowledge age' (Gilbert, J, 2005), and it is our responsibility to ensure learners can contribute meaningfully to the global society, rather than merely exist in it.
The 2012 report calls for the reshaping of education so that opportunities are provided for deep personalisation where all students may reach their own potential. This view is supported by the OECD report on the Nature of Learning, (Dumont, H., et al, 2010). In this report the authors provide further research basis for the application of inquiry models to enhance learning.
The use of personal projects as a driver for learning is not a new concept and has been successfully carried out in various forms both in New Zealand and internationally for many years. Many New Zealand secondary schools including; Albany Senior High, Fraser High School, Rototuna Senior High School and Hobsonville Point Secondary School use personal (impact) projects as a significant component of the learning experience of senior students. International examples of personal learning projects can be seen particularly in Canada the United States in schools such as The Ross Institute , High Tech High School and Minnesota New Country School.