Problem of Practice:
How visible is student agency at GEPS?
- What routines and/or processes are being used to enhance self-regulation?
- What routines and/or processes are being used to elicit student thinking?

Pre-Readings
The pre-readings for this round were extracts from "Clarity for Learning: Five Essential Practices That Empower Students and Teachers",  John Almarode & Kara Vandas, Corwin, 2018. They explain why students at the centre of the visible learning process, and provide leaders and teachers with practical ways to make this happen. Two great reads. Take a look!
Reading A: "Assessment capable learners" was rated by John Hattie as one of the top influences of success. Co-constructing aspects of the visible learning cycle (such as Success Criteria) has a positive impact on students' ability to articulate what is to be learnt, what success looks like, and what progress they are making in their learning. This reading shows us practical ways to make this happen in our classrooms. Download here: ​reading_a_clarity_of_learning_almorode___vandas.pdf
Reading B: Looks at both opportunities for students to respond and assessing with voices from the field. It provides practical examples of tasks across the curriculum that both make thinking visible and engage learners in rigorous tasks. It argues that the data we collect should include listening to students so that we have clarity about what the next steps should be. Download here: reading_b_clarity_for_learning_almarode___vandas.pdf
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The Presentation. The workshop focused on learning about student agency, especially developing clarity about the concept and applying this to noticing when agency was evident in the instructional core. Key discussions were how did the classroom routines or processes for developing agency impact on students' thinking, self-regulation and learning. Download here: geps_t3_2024__br.pdf

Click on the slideshows to view our network members engaged in the Instructional Rounds process, and to see what we should observe in our classrooms if the Problem of Practice were met.
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