What is “student agency”? Student agency refers to the level of control, autonomy, and power that a student experiences in an educational situation. Student agency can be manifested in the choice of learning environment, subject matter, approach, and/or pace.

What is “student agency”? Student agency refers to the level of control, autonomy, and power that a student experiences in an educational situation. Student agency can be manifested in the choice of learning environment, subject matter, approach, and/or pace.

Student agency - Student agency refers to the level of control, autonomy, and power that a student experiences in an educational situation. Student agency can be manifested in the choice of learning environment, subject matter, approach, and/or pace.

Student agency - Student agency refers to the level of control, autonomy, and power that a student experiences in an educational situation. Student agency can be manifested in the choice of learning environment, subject matter, approach, and/or pace.

The Bus Ticket intervention that can be used to change a behaviour - replace a negative with a preferred positive. Each ticket focusses on the desired behaviour, when the teacher spots the child achieving the behaviour she/he clips the ticket. This has been very successful with boys in particular, with positive outcomes.

The Bus Ticket intervention that can be used to change a behaviour - replace a negative with a preferred positive. Each ticket focusses on the desired behaviour, when the teacher spots the child achieving the behaviour she/he clips the ticket. This has been very successful with boys in particular, with positive outcomes.

I worked with Jacqui Sharp recently - great PD and excellent follow up. Her blogs and websites are amazing. You can find almost anything. She has practical, firsthand knowledge and experience of working in, setting up and supporting students in an ILE setting.

I worked with Jacqui Sharp recently - great PD and excellent follow up. Her blogs and websites are amazing. You can find almost anything. She has practical, firsthand knowledge and experience of working in, setting up and supporting students in an ILE setting.

PW-Wheel_only_V4.1web http://designingoutcomes.com/assets/PadWheelV4/PadWheel_Poster_V4. This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956).

PW-Wheel_only_V4.1web http://designingoutcomes.com/assets/PadWheelV4/PadWheel_Poster_V4. This Taxonomy wheel, without the apps, was first discovered on the website of Paul Hopkin’s educational consultancy website mmiweb.org.uk That wheel was produced by Sharon Artley and was an adaption of Kathwohl and Anderson’s (2001) adaption of Bloom (1956).

https://akoaotearoa.ac.nz/download/ng/file/group-8706/student-voice-summary-report Parents valued outcomes related to the increasing independence and inclusion of their children and recognised the vital role that communication skills play in the achievement of these skills.  The challenge is to identify the pathway from the underpinning communication skills to the functional outcome and the evidence-based interventions that achieve them

https://akoaotearoa.ac.nz/download/ng/file/group-8706/student-voice-summary-report Parents valued outcomes related to the increasing independence and inclusion of their children and recognised the vital role that communication skills play in the achievement of these skills. The challenge is to identify the pathway from the underpinning communication skills to the functional outcome and the evidence-based interventions that achieve them

This provides evidence-based tools for meeting the needs of students who need more support but don't need an individualised intervention. With a focus on interventions for academic and behavioural difficulties, it looks at externalising behaviour, internalising behaviour, reading, and mathematics. Guidelines for screening, selecting interventions, and monitoring. Ways to involve families and practices are culturally responsive.

This provides evidence-based tools for meeting the needs of students who need more support but don't need an individualised intervention. With a focus on interventions for academic and behavioural difficulties, it looks at externalising behaviour, internalising behaviour, reading, and mathematics. Guidelines for screening, selecting interventions, and monitoring. Ways to involve families and practices are culturally responsive.

The ecology of the classroom has a great effect on children’s classroom success. We will reflect on the elements that create a positive and supportive classroom environment, which in turn enhance the daily learning experiences of our students.

The ecology of the classroom has a great effect on children’s classroom success. We will reflect on the elements that create a positive and supportive classroom environment, which in turn enhance the daily learning experiences of our students.

More from Jacqui Sharp - supporting student learning and teacher inquiry

More from Jacqui Sharp - supporting student learning and teacher inquiry

SAMR model. Use this to look at tasks and where they fit on the pedagogical wheel.

SAMR model. Use this to look at tasks and where they fit on the pedagogical wheel.

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