Learner agency / Teaching. What is learner agency? Agency is having the power or capacity to act and make choices.In a learner-centred environment, learners have agency over their learning and classroom systems serve the needs and interests of the learner.Future-focused learning in connected communities, May 2014 Agency involves the initiative or self-regulation of the learner. Learners must have a belief that their behaviour and their approach to learning will make a difference for them in their learning context – in other words, a personal sense of agency. Agency is interdependent. The learner is not working in isolation doing their own thing and what suits them, there's connectedness.
Agency includes an awareness of the responsibility of ones own actions on the environment and on others. Every decision a learner makes, and action she or he takes, will impact on the thinking, behaviour or decisions of others – and vice versa. Derek Wenmoth Learner agency at Hobsonville Point Secondary School Daniel has ADHD. Learner Agency: The Missing Link. A collaborative blog series by Personalize Learning, LLC and the Institute for Personalized Learning. This is the first post in our collaborative blog series on Learner Agency. Defining Learner Agency Learner agency often gets missed in conversations on transforming the educational system. We have a sense of ‘agency’ when we feel in control of things that happen around us; when we feel that we can influence events.
This is an important sense for learners to develop. Learners must understand: when they need new learning and how to learn what they needwhen they need to unlearn what will no longer serve them when they need to relearn what they need to be successful They must develop the capacity to engage strategically in their learning without waiting to be directed. "Spoon feeding in the long run teaches us nothing but the shape of the spoon. " E.M. Why Learner Agency is Needed Implications of Greater Learner Agency. Learner Voice Demonstrates Commitment to Building Agency. Learner voice gives learners a chance to share their opinions about something they believe in.
There are so many aspects of "school" and "learning" where learners have not been given the opportunity to be active participants. Some learners, especially those that are concerned about extrinsic factors like grades, may not feel comfortable expressing their own opinions. Giving learners voice encourages them to participate in and eventually to own and drive their learning. This means a complete shift from the traditional approach of teaching compliance that develops a “learned helplessness” to encouraging voice where there is authenticity in the learning.
The idea of “school” is supposed to be about building relationships that develop a culture of learning. If you ask learners what they think about school, you open the door to a myriad of discussions about them wanting to be heard, having their teachers care about them, and about teachers really listening to what they are saying. References. Strategies for Helping Students Motivate Themselves. My previous post reviewed research on extrinsic and intrinsic motivation, and described the four qualities that have been identified as critical to helping students motivate themselves: autonomy, competence, relatedness, and relevance.
In this post, I’ll discuss practical classroom strategies to reinforce each of these four qualities. Autonomy Providing students with freedom of choice is one strategy for promoting learner autonomy. Educators commonly view this idea of choice through the lens of organizational and procedural choice. Organizational choice, for example, might mean students having a voice in seating assignments or members of their small learning groups. Procedural choice could include a choice from a list of homework assignments and what form a final project might take—a book, poster, or skit.
Some researchers, however, believe that a third option, cognitive choice, is a more effective way to promote longer-lasting student autonomy. Competence Relatedness 1. 2. 3. 4. Relevance. Trend 1: Learner Agency | CORE Education. Explanation The concept of agency has been central to educational thinking and practice for centuries. The idea that education is the process through which learners become capable of independent thought which, in turn, forms the basis for autonomous action, has had a profound impact on modern educational theory and practice.
One way of thinking of learner agency is when learners have “the power to act”. Agency is when learning involves the activity and the initiative of the learner, more than the inputs that are transmitted to the learner from the teacher, from the curriculum, the resources and so forth. In the past our schools have catered mostly for groups of learners, for classes of kids, with a one size fits all approach. There’s been a lot of talk in the past about learner-centric approaches to education and personalisation, and these are aspects of what we might mean by learner agency, but the concept goes deeper than this. Second, agency is interdependent. Implications Challenges. NIST example. Leadership, well-being and trust in the PYP - International Baccalaureate® 14 January 2020 Join Rynette de Villiers, Head of School at the International School of Utrecht in the Netherlands where she discusses leading an IB continuum school and developing a culture of well-being and trust - with a focus on teacher agency.
"These are the wonder years...students wonder and they think about what the world is like and...they are really, really idealist. They know they can change the world. They don’t think they can change the world they know they can change the world. " Show notes [5.2MB] Save Email. Copy of Student Agency Resources. Living with Agency | Educator Voices. I believe we are living exciting times with regards to education.
With the arrival of our new buzz word ‘Agency’ we are seeing educators give more value and recognition to the voice, choice and ownership of our students. Surely this should have always been good practice, but now it has a name, ‘Agency’. With this seemingly ‘new dawn’, I see bright days ahead for the education of our Students. But what do we really mean by ‘Agency’? This was a question I was puzzling over as I drove home from work this evening. I suppose I had always considered ‘Agency’ in its simplest form as an approach to learning. Believing in a holistic education, I started to think about the concept of Agency and what this meant for the development of the whole-child.
I have posted some of my thoughts below. Emotional Agency: Our students as owners of their own emotional state. Social Agency: Students should be made aware of their voice within a variety of social settings. Like this: Like Loading... Learner Agency Workshop Replay. Choices for Children: Why and How to Let Students Decide (*) September 1993 Why and How to Let Students Decide By Alfie Kohn The essence of the demand for freedom is the need of conditions which will enable an individual to make his own special contribution to a group interest, and to partake of its activities in such ways that social guidance shall be a matter of his own mental attitude, and not a mere authoritative dictation of his acts. – John DeweyDemocracy and Education Educators are painfully well acquainted with the phenomenon known as “burnout.”
Of course, no sooner is this sketch of a hypothetical student begun than we recognize it as a depiction of real life. Combine that fact with the premise that there is no minimum age for burnout, and the conclusion that emerges is this: much of what is disturbing about students’ attitudes and behavior may be a function of the fact that they have little to say about what happens to them all day. The irony is enough to make us wince. 1. Children are no exception to these rules, the studies show. 2. 3. Defining Learner Agency. There is a significant and growing demand for learners to be able to do more than receiving instruction, follow a learning path designed by educators and complete problems and assignments presented to them by an adult. Learners need to develop the capacity to shape and manage their learning without over-reliance on the direction and control of others.
Too often adults treat children as though they are incapable of making decisions or holding valid opinions. As children advance through the system, they develop a form of “learned helplessness” that keeps them from advocating for themselves. The process for learning and the role learners play must be different than most adults experienced. Why Learner Agency? Harvard professor Roland Barth has observed that in the 1950’s when young people left high school they typically knew about 75% of what they would need to know to be successful in life. Today, he predicts that young people know about 2% of what they will need to know. A Sense of Agency. Student Agency: Creating An Integrated and Authentic K-12 Approach. By Kate Bean Student-centered learning. Student-driven education. Student voice and choice. These all describe student agency and the idea of creating an educational environment where students drive their learning alongside their teachers.
That dream drives efforts to implement student agency. One example of this approach is California’s Aveson Charter Schools, which is built on “Personalized Mastery Learning”–a competency-based personalized learning approach where student agency is essential. What Is Authentic Student Agency? A 2015 Harvard University Achievement Gap Initiative report commissioned by the Raikes Foundation states that student agency “is the capacity and propensity to take purposeful initiative,” and that students who possess a high level of agency are not passive participants in their learning but active participants engaged in seeking experiences, meaning and purpose that help them achieve the accomplishments they desire.
The Foundation The Structure For more, see: It’s Time for Student Agency to Take Center Stage. By Marie Bjerede and Michael Gielniak, Ph.D Tony Wagner’s The Global Achievement Gap defines the modern workplace as an environment that no longer calls for compliant workers who wait to be told what to do, who believe that collaborating is cheating or who hoard information believing it to be power. Instead he describes the need for creative critical thinkers who solve problems and share information with others. These sentiments are not new but seem to have become imperative to the future of our country. If our future is dependent on effective, self-directed employees, then we need to develop a high level of agency in students before they are assimilated into the workforce. It may be helpful to start with an illustration of a student who demonstrates agency rather than compliance.
Jason never thought of himself as a very good student. Jason’s new school was different. Jason left school feeling really good that day. Jason took ownership of his class project, exhibiting agency. The Intersection of Critical Thinking and Student Agency. By Jenny Pieratt The desire to foster critical thinking in our students is nothing new to the field of education; in fact the ambition to teach humans to think deeply dates back to early thinkers such as Aristotle, who once said: “It is the mark of an educated mind to be able to entertain a thought without accepting it.” As we push further into the 21st century we have rekindled the aspiration to develop critical thinkers who can solve complex problems and make changes. Longitudinal studies have confirmed our fears that critical thinking as an “intellectual and practical skill seems to be a skill that the majority of students coming into higher education and the workforce are not only lacking in function, but also in understanding what the concept is.”
As educators we know that in order to develop the next generation with the skills to innovate and improve our world we can no longer teach students what to think–we must teach them how to think. A Promising Framework for Critical Thinking. What is Agentic Learning and Why is it Important? By Marie Bjerede and Michael Gielniak, PhD The word agentic is described as an individual’s power to control his or her own goals actions and destiny. It stems from the word agency, which Webster’s Dictionary defines as the capacity, condition, or state of acting or of exerting power. In the late 1980s, Stanford University Psychologist Albert Bandura began developing a theory of social cognition that he associated with self-efficacy. He later examined more specifically the role of agency and motivation, and coined the term Agentic, in which people are viewed as self-organizing, proactive, self-reflecting and self-regulated, which he calls Agentic. Agentic learning is defined by self-directed actions aimed at personal growth and development based on self-chosen goals.
Within this context, students initiate actions of their own volition that drive their learning. In their 2011 paper, Reeve & Tseng identify four domains of engagement that influence motivation and behavior. For more, see: The Willpower Gap - Misinterpreting Student Agency. There is something about how people learn that involves a balance of activeness vs passiveness, self-direction vs micro-management, ownership vs compliance, intrinsic vs extrinsic motivation. Something based in interest and engagement and basic psychological needs such as autonomy, mastery and relatedness. Something that leads to curiosity, creativity and thriving. It is something that is all too often lost in translation. I write a great deal about student agency, by which I mean when students of their own volition extend the learning experience.
But when I look at what people write about student agency, I see definitions like: “Learner agency is the capability of individual human beings to make choices and act on these choices in a way that makes a difference in their lives.” These framings of student agency miss the point entirely. But where’s the joy? Others suggest that we need to support student passions – that this is the way to get them inspired about school work.
For more, see: FINAL TEXT Preparing for the enhanced PYP. Don’t Say “Agency” Unless You Really Mean It – sonya terborg. The IBO recently shared a graphic as part of it’s work in revamping the Primary Years Programme. To be clear: This is their communications graphic illustrating the new organizing structure; not the new programme model. Agency (Voice, Choice, and Ownership) feature heavily. As I looked at this and thought about each of these components of agency, I imagined what I might look for in a classroom in which this existed. I thought in questions: And then I read this. So, don’t say “agency” unless you really mean it, unless you truly intend to create classrooms where kids “have mastery over themselves” and the freedom to employ that mastery with other learners.
I watched a second webinar today on Inclusion. It made me think …if our classrooms really were places in which kids “have mastery over themselves” wouldn’t they also be inclusive? So, what needs to change? And here’s what happens when we don’t plan for change: You can read more about this process here. Here’s to building something gorgeous! Final Mercer. 2015 klemencic what is student agency submission version. The Art and Science of Developing Student Agency - New Teacher Center : New Teacher Center. ‘Student Agency’ Is Not Something You Give or Take. Student Agency Part 1-#EduTechAU What the twitter feeds are telling me: The Student! | Nina Davis: Teaching & Learning in Australia. Learner Agency & the Instructional Core | Nina Davis: Teaching & Learning in Australia.
Part 1: Student Agency? Teacher Agency? School Agency? Customization-Motivation-Equalization: School Culture | Nina Davis: Teaching & Learning in Australia. Developing student agency improves equity and access. Search Results for “Agency” The Year of Agency.