The Magic of a Student Designed Studio

We have 120 Grade 5 students.

We have 10 learning spaces in our Grade 5 hallway.

And to start the year we believed that those 120 students should have the trust and ownership to collectively design and set-up those 10 learning spaces.

So they did. And it was pretty amazing.

Before Day 1

As usual, our team started with why. With the help of our PYPC and instructional coaches, we talked as a team to ensure we were all on the same page about why having students set-up their learning spaces was essential to starting a year full of respect and support for their agency. From there we were able to move onto possible hows and whats , but we knew that most of the planning would be in response to what actually happened each day, so we started small, with one first step – “unsetting up” the space.

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We knew that in order for students to be able to truly own the space, we would need to provide them with a blank canvas – essentially undoing any thinking, decisions or organization from us. We also knew it was important that students could easily see and access all the furniture, resources and materials that we had as a grade level, so we decided to collate it all into separate areas. We put all the tables in one area, all the couches in another area, all the shelves in another area, all the baskets/bins/organizers in another area, all the consumable materials in another area and all the learning resources and manipulative in another area. We also ensured every wall, shelf, cupboard, and bin was completely empty.

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We also knew that is was essential to keep parents informed and involved. So we sent them this email a few days before their child’s first day of school:

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Day 1

On day 1, we pretty much just said “Go! Set-up your studios!”. We wanted to prevent too much guidance and ensure our thinking wasn’t accidentally seeping into their thinking. We also wanted to use this as a cold diagnostic – to see who they are and what they currently think and understand about learning and school. Since there were lots of big, heavy pieces of furniture we did have a safety briefing to talk about how to lift and carry furniture and how to ask for help when needed.

Then they were off…

And it was incredible to see the action, initiative, thinking and teamwork right out of the gate!

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 Immediately we started to see creativity and great ideas:

A table for adults to drop of forgotten lunches….

An indoor handball court…

A welcome sign…

We also started to see different types of learning spaces emerge:

And by the end of day 1, students had successfully set-up 7…. classrooms.

Day 2

Although students did an AMAZING job with their first attempt of setting-up, it was clear that many of them were still in the mindset of “doing school” – a paradigm we knew we wanted to challenge immediately. So in small advisory groups we all facilitated a guided brainstorm activity to get them thinking about the concept of a studio.

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Once we helped students organize and unpack their own thinking about the concept of a studio, we asked them a challenging question.

“Yesterday we told you to go set-up your studios. Looking at the people, places, materials, and purposes from your brainstorms this morning…. did you actually set-up ‘studios’?” – Us

“No….” – Them

“Yesterday, what did you set-up?” – Us

“Classrooms” – Them

“Do you guys want some more time to try again?” – Us

“YAASSSSSS!!!!!” – Them

So they tried again. And it was just as – if not more – amazing! We started to see spaces emerge that would support authentic and purposeful pursuits and endeavours.

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But we noticed students weren’t really considering the purpose-built spaces. We have two small rooms with doors, one large room with doors, 4 medium rooms with 3 and 3/4 walls and two large open spaces. Yet students weren’t matching the purpose of the space to the unique features of the space. So we broke into small advisory groups again to push their thinking further. We analyzed the features of each space and debated what type of studio would be most appropriate in that space. Obviously there was no clear right or wrong answer, so we ended up with several, equally good options.

Day 3

We took the most popular options that arose from discussions within advisory groups and synthesized them into 3 main floor plans. Then students and advisors analyzed the floor plans and cast their vote.

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It was clear that “option B” had the majority of votes, so that is what we went with.

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Next, we had students commit to a team that they felt motivated to help with.

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Then we let them go again to bring “option B” to life in their new teams.

We started to see the space take shape, but noticed they were focused mostly on the big things and not yet thinking about the smaller details. So we pulled them together and provoked their thinking further with these 6 questions.

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Then we really started to see the spaces take shape.

We saw more thinking and action connected to organization…

We saw more attention to aesthetics…

We started to see signs and instructions…

We saw more thought into what was needed in each space and how to get it…

Day 4

Since all the spaces will be used be all 130 of us, it was important that the teams responsible for each space were considering and using the ideas and opinions of people who were not on their team. So we gave students the opportunity to “tour” each space and then leave feedback for the group responsible for designing that specific studio.

Then teams had time to analyze the feedback and decided how they were going to take action to honour the ideas and concerns of their peers.

Day 5

At this point spaces were starting to shape up, but we noticed that most students (with an exception of a few) weren’t looking beyond what they already had in their space. So we poked their thinking further into what else they might need, where they could get it and, of course, how we as adults could support them in that process.

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Day 6,7,8

At this point in the process, we noticed a plateau. It seems that students took themselves as far as they could and weren’t sure where to go next. So that was a big clue for us, that it was time to jump in and help them go beyond where they could take themselves. So we had one adult join each of the teams and act as a coach. Each person had their own style of how they supported their group, but we all shared the common theme of helping support students’ thinking and organization towards their next steps.

We noticed that this support helped students go further and begin to think about the smaller details within their space.

Even MORE cool ideas began to emerge!

Day 9

Then, finally, the spaces were “done” (knowing that there is always opportunities for reflections, refinements, new ideas and changes throughout the year!)

We ended up with a book nook…

An art and design studio…

A recording studio…

A science and maths lab…

A town hall space…

A drama studio…

A fitness studio…

A digital production studio…

And a “chillax” studio…

At this point it was important to take time to pause and reflect in order to look for learning. We challenged the students to think about the last 9 days and notice and name the attributes of the IB Learner Profile, PYP attitudes, ATL skills, strands of math and stands of language that have been embedded within their experience designing and setting-up their learning spaces – even if they didn’t realize it at the time.

We then displayed their reflections for the community – to help parents, other grade-levels and visitors to our school understand where the learning has been during the first two weeks of the year.

Day 10

Now that the studios were fully set-up it was time for all of us to explore and use the amazing spaces!

It was also time to show and share the spaces with their families. So during Back to School Night, students gave their families a tour of all the learning spaces in our hallway. We invited parents to leave their feedback so we could include their voice in the process.

Here is what they had to say:

Reflections

  • It was such an enjoyable first few weeks of school
  • It provided great diagnostic data about our students’ thinking, initiative, teamwork, problem solving and creativity
  • It established a really strong sense of community
  • It set the tone for a culture of initiative, not a culture of permission
  • It helped students understand the spaces, resources and materials they have available to them this year
  • It challenged us all to break down our “homeroom” mentality
  • It showed students we are serious about respecting and supporting their agency as learners and as a people

I feel extremely lucky to be part of a team of fellow risk-takers who were all on board to jump in with both feet. I also feel extremely lucky to be at a school with a parent community who trusted us and tried their best to understand our approach and how they could be part of it. I also also feel extremely fortunate to be at a school where our leadership, admin and even Head of School not only understood what we were trying to do, but supported us and even publically shared and celebrated our approach.

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If you want to involve your students in setting up their learning spaces, but happen to be at a school where your team, leadership, admin and/or Head of School are not on board (yet), take comfort in the fact that the Enhanced PYP has your back!

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How do you involve your students in setting up their learning spaces?

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What could an agency-supportive first week of school look like?

We’ve just finished our first week with students – and it was amazing! As a team, our goal was to start the year respecting and supporting student agency as much as possible.

Here is what we tried:

1. Invest time in the “why”

So often as educators we spend lots of time thinking about and preparing “what” we are going to do with students during the first week of school. This year as a team, we took a step back and invested most of our energy thinking about our “why”. We had many discussions, disagreements and debates, which was needed in order to ensure we were all on the same page about planning a week that encouraged as much student voice, choice and ownership as possible.

2. Plan in response, not advance

Once we were all solid in our “why” we were able to begin to move onto the “how”. We agreed that in order to respect and support student agency, we needed to take an approach of planning in response to learning, instead of in advance. So we decided not to plan beyond the first day, to allow for us to meet our learners, make observations, and collect their feedback. We also agreed that in order to make this approach work we would need to meet as a team at the end of each day to debrief, share notes and collectively analyze any student feedback in order to plan for next steps.

3. Involve students in planning the first day

Even as we were planning the first day, we knew that we wanted to set the tone for flat power structures and shared decision making. So we decided to involve students in the co-construction of their first day of school. Which meant, as usual, we spent our time planning for their planning. How could we structure and support systems to allow for their ideas and perspectives?

First we invited students to brainstorm any and all ideas about how we could get to know each other and how we could get to know our school.

Then, we had them sort which activities were structured, whole group activities that we would need to do together and which were more unstructured, small group or individual activities.

Next, we had them vote on which activities they were most interested in and used that data to create an agenda for the day that balanced structured and unstructured times in the day.

We also involved the students in collectively deciding how much time should be dedicated to each activity and what locations would be best for each activity. Students were also included in solving problems regarding the day’s agenda as they arose – like when another class was on the playground when we planned to go there, or when one activity ran longer than expected and there was not enough time for the next planned activity.

4. Teacher transparency

A huge theme that ran throughout the week (and we plan to continue throughout the year) is transparency – #nosecretteacherbusiness! Right from the get go we shared our “why” with them, involved them in decisions like how they want us to collect their attention in large groups and were honest with our reflections when things weren’t going according to plan.

5. Involve students in setting up the learning space

A big way we wanted to walk the walk of agency, was involving them in setting up their learning spaces. So we decided the spend our time the week before school “unsetting” up the learning spaces to make time and space for their ideas about the learning environments that best support them as learners.

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Since we also wanted to break the traditional mindset of “homerooms” we didn’t have the students set up just their classroom, we had all 120 students work together to set up the entire Grade 5 hallway – in total 10 learning spaces! (More about this in a blog post coming soon!)

6. Provide opportunities for student voice

It was also very important that from day 1, students knew their voices matter. So we aimed to have many opportunities for students to share their thoughts, ideas, concerns, worries and suggestions with us.

7. Act on student voice

Having a place for student voice, and actually acting on student voice are two different things. So we knew we wanted to make it clear to students that not only were we taking time to read and analyze what they shared with us, but we were also using that data to reflect on our own practices and decisions as well create the plan for the following day.

In order to make sure students knew their voices were being heard, we were transparent in each step of the process. Students knew that when they went home on the first day, we stayed and spent over an hour reading each and everything they wrote and using their feedback to create a plan for the second day. We compiled all the most common questions, ideas, worries etc. and visibly shared that data with the students the morning of the second day, then took the time to have small group discussions based around those topics.

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Their feedback not only impacted what we did, such as allocating more time for set-up, but also how we did things. For example, the first day we stayed in our smaller advisory groups for the co-constructed get to know you activities. But based on the feedback we got from students, we discovered they wanted a chance to do some of those activities in small mixed groups, with different students across the grade level. So based on that suggestion, we got together as a team, identified the activities that were most popular to all 6 advisory groups’ brainstorms and decided to have a sign-up based “get to know each other time”…. an idea we probably would not have ever thought of without them!

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Here are our reflections from the week:

It was SUCH an enjoyable first week. As a team, we couldn’t believe how energized and happy we all felt at the end of each day and how excited we were for the following day!

It planted the seeds for a strong sense of community. Both amongst the teachers, the students, the advisory groups and the grade-level as a whole, you couldn’t deny there was something special going on. Even after only a few days, you could feel that we were a crew, a team, a family.

There was lots of positive feedback from students and parents.  It was amazing to see students bringing their parents, siblings and friends through the grade-level for tours to show off what they had been up to the first few days of school. We also received emails and had pop in visits from parents to share how energized, empowered and engaged their children had felt when they came home each day.

The week leading up to school was a breeze. Usually teachers spend endless amounts of time (and often money) setting up their classroom and meticulously planning the first week of school. But because we planned do to the set-up and planning with our students once they arrived, we found ourselves with lots of spare time to hang out together, play games and ease into the school year.

It set the tone for a democratic community. Because we purposefully made all the decisions with the students from the moment they arrived, a culture of shared decision making and a flattened power structure has already started to emerge. For example, sometimes when all 130 of us get together in a townhall meeting, the students self-organize and collect each other’s attention without any input or intervention from the teacher.

It’s essential to differentiate support for students. That amount of voice, choice and ownership can look and feel quite different depending on the student. We tried to be cognizant,  empathetic and supportive to students coming from a more traditional school system, as well as students with specific learning, language, social or emotional needs.

Overall, it was THE BEST first week of school I have ever experienced. Of course, we have a lot of room to grow and improve, as this was the first time our team attempted anything like this. But we can feel good to know that how we approached the first week aligns with our belief that students have the right to have their agency respected and supported during their time at school.

However, we’re not experts and we don’t pretend to be – we’re just risk-takers, firm and passionate in our belief of what we think school should be.  That’s why I used the word “could” in the title of this post, instead of “does”. These are simply the ways we tried to respect and support the agency of our students during the first week of school – I’m sure there are many other ways out there.

How are YOU planning to start the year with a focus on student agency?

“Trust Your Students”

I have not been my best self this past week.

We have the staging of PYPx coming up and as a result, all of our time and energy has been spent supporting students to plan for and create a symbolic piece that represents their journey as a learner and stimulate conversation with whomever shall visit their display. (more on that later)

I’ve been overwhelmed, wrapped up, anxious and frazzled.

And it must have been showing because today a student came up and asked me…

“Miss Taryn are you in a bad mood?”

So, I had to answer honestly…

“Yeah, you know what – I am. I feel anxious and stressed and concerned.”

So she kindly followed up with…

“Why?”

And so I shared my worries…

“I’m worried that my students aren’t putting in enough time and effort to get ready for the staging of PYPx. I’m worried that their parents and the community are going to be disappointed in what they produce. I’m worried that they won’t reach their level of success by May 22. I’m worried they aren’t using their time management, planning or organizational skills to their full extent. I’m worried they might not be holding themselves to a high enough standard…”

And her response was so clear. So kind. So simple. So true…

“Miss Taryn, you have to trust your students.”

Trust my students…

She was right. That was the piece of the puzzle I had been missing. I had been guiding, encouraging, advising, helping… but not trusting.

I had gotten so caught up in worrying about how everything was going to look and be perceived by others, that I had lost sight of the big picture. That even though this was the destination of their PYP journey, it’s still about the journey as they prepare for this destination. It’s about the process, not the product. About the thinking, not the doing. About them owning their own learning, planning their own time, making their own decisions, seeking help, choosing to gather feedback, and wanting to take it to the next level. For themselves.

Not for me. Not for their parents.

For themselves.

It doesn’t have to be perfect… it just has to be them. True, authentic, genuine them.

And in order for it to be truly, authentically, genuinely them… I need to give them time and space (like I have all year) to make mistakes, fail, run out of time, learn, reflect and, inevitably, grow.

And most importantly, in the words of Thao Nhu, I need to trust my students.

So trust, I will.

The Documenting Dilemma

This is a story of hypocrisy and empathy.

If there was a voice recorder in my classroom this year, more than anything else, you would hear me urging my students to document their learning.

At the beginning of the day…

“Don’t forget to document your learning!”

Throughout the day…

“Are you documenting your learning?”

“You should document that!”

“You’re missing it! Something awesome is happening… capture it!”

At the end of the day….

“Did you document your learning today?”

“Did you capture what you did? How you did it? How you felt about? What you learned? How you learned? How you felt about your learning?”

I had workshops about stronger documentation of process and growth

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We developed success criteria for strong documentation of learning

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I shared exemplars of strong documenting of learning

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I was obsessed with having them document their learning. And, I would bet that I am no different from any educator who is striving for more learner agency, yet still working in a fairly mainstream system. There seems to be some unwritten agreement that – yes, we will transfer ownership of learning back into the hands of the students… but only as long as they document it all to prove that it is happening. 

And then it happened… hypocrite moment #1

We were all sitting around at a weekly team planning meeting at the beginning of March and realized that we had neglected to document our learning journey. The blog that was set-up with the specific purpose of allowing us to capture what we were doing, how it was going and what we were learning from it… was blank.

Even though we knew about it.

Even though we all saw value in it.

Even though we had weekly reminders to document and capture our journey.

Blank.

This really got me thinking! It wasn’t that learning hadn’t happened. We had all experienced so much personal and professional growth. And it wasn’t that nothing worth capturing had happened. The previous 7 months were full of risk-taking, new initiatives, testing out new ideas, reflective conversations, multiple iterations….

It just wasn’t “documented”.

And there were perfectly acceptable reasons as to why:

We were busy.

It wasn’t the top of the priority list. 

We we’re so “in the thick of it” it was hard to step back from it to document it.

And here comes empathy moment #1. As I reflected on the reasons we were identifying for our lack of documenting, I realized these were likely some of the same reasons my students had for their lack of documenting.

Then came hypocrite moment #2

At the beginning of the year we were sent out a Google Slides template with 12 slides based on specific professional criteria. We were told to document our professional learning and growth throughout the year, by populating the slides with artifacts and explanations.

We were reminded to continuously update it.

We were reminded to “capture” our growth and progress.

And 3 days before my end of the year appraisal meeting with my administrators…. guess what? Completely blank.

Again, it wasn’t that I hadn’t experienced any professional growth. It wasn’t even that I hadn’t documented it somewhere. It was just that I hadn’t documented it there.

And there were perfectly acceptable reasons as to why:

I already had ways that I captured and documented things that were meaningful and relevant to me.

I was already comfortable with certain platforms (my blog and Twitter) that I updated on an ongoing, organic basis

I was more internally motivated to document and capture my journey for my own reflective purposes, rather than for an external source of accountability. 

Again, all perfectly acceptable reasons. Again, likely the same reasons my students hadn’t been documenting either.

(I got it done, of course. I did what I’m sure my students do when their documenting is “due” for review. I went back through and filled it in retrospectively.)

These two moments, connected to my own practice of documenting learning – when I document, how I document, why I document, how often I document – really gave me some food for thought about how I was approaching documenting with my students.

Everyone knows the philosophical conundrum:

If a tree falls in the woods and no one is around to hear it, does it make a sound?

I wonder if a similar question holds true for documenting:

If learning happens and it is not documented, did it happen? Does it count?

The more I got thinking about this, the more I was reminded of a tweet that I saw a while ago from @AnneVanDam1996

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So, before we ask (force?) our students to document their learning, I think we first need to ask ourselves:

What is the purpose of documenting learning?

Who is it really for? Who should it be for?

Does everything learned need to be documented?

How often and in-depth am I documenting my own learning?

How different does it feel to document for my own purpose versus when it is mandated by someone else?

… and what might this all have to do with what we are asking of our students?

I have no answers. Just lots of questions. And lots of empathy….

Upping the Agency in SLCs

A staple of any PYP school is the student-led conference. And although there are many different approaches to planning for student-led conferences, generally all iterations of SLCs have some element of student voice, choice and owership.

However that spectrum of voice, choice and ownership can vary greatly school to school, class to class.

This year our team decided to turn a critical eye towards SLCs to see where we as teachers tend to hold onto control over the process and the content, in order to then be able to transfer that control to where it should be… in the hands of the students.

The WHY

Instead of giving students our why for SLCs we supported them to come up with their own personalized why.

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Once they were aware of their own why, they were able to communicate to their parents what they wanted from them during their time together.

The WHAT

So often, the “what” of SLCs is pseudo-chosen by the teacher. “You must show something form math, literacy, UOI, art, music, PE etc…” So the student is technically able to choose what they show, but decisions about what-what is already made for them. This approach also often places learning into subject-specific confines, keeping that silo-mentality alive and well in the institution of school.

We decided that we wanted to move away from both of those typical pitfals of planning for SLCs. So instead, we put the decision of “what” entirely in the hands of the students and instead of guiding them to choose the what based on subject, we guided them to choose the “what” based on what they wanted to share about themselves as learners.

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We also decided to leave the number of “whats” up to them. So we purposefully did not make the template with a certain number of boxes or bullets, but rather let them drive the decision making based on whatever worked best for them.

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During their planning, we supported them to think about themselves as learners in different ways – using the IB Learner profile, PYP attitudes, ATL skills and a variety of sentence starters.

The HOW

Once students knew what they wanted to share about themselves as learners with their parents, we supported them in planning how they could best share that.

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We encouraged them to think about places, people, artifacts and resources that could help them express what they were trying to say about themselves as learners.

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Students really took ownership over this part of the planning and began to use their own systems of numbering, colour coding and organizing to help themselves feel most prepared.

The WHERE

The day before the conference students decided where they would be most comfortable conferencing with their parents and set-up their own conference location.

Overall, it was a very successful process. Students truly “led” the conference. Not just the conversation the day of the conference, but all the thinking, planning and decision making that happened in preparation before hand.

How you ensure students are in control of planning for SLCs?

How do you “up the agency” in Student-Led Conferences in your class?

Read like a rebel

Last weekend at an IB conference in Singapore, I shared my personal journey from being a robot (a compliant student/teacher) to becoming a rebel (a thinker/questioner/challenger).

And a huge part of that journey for me was what I read. So often as educators we read amazing books… but they are usually books that help us do a better job within the system. Books about doing school well, or doing school better, or some even about doing school differently… but often just a little differently.

For me, the biggest shifts in thinking that I had came from books outside the system. From de-schoolers, un-schoolers, home-schoolers and even anti-schoolers. Books that made me critically look at the nature of the institution of school and begin to question some of the things we often assume to be “natural” or “essential” or “untouchable” elements of the education system.

So here are some of the things I read that helped poke and provoke my thinking about teaching, learning, schooling and the rights of the child:

It can be books…

Turning Points

How Children Learn

Pedagogy of the Oppressed

Summerhill

Dumbing us Down

De-Schooling Society

It can be blogs:

Alfie Kohn blog

It can be Tweeters:

Bruce L Smith

It’s any reading material that gets you thinking, makes you question, gets you angry. The type of reading material that fires you up and gives you the confidence to look at school and say “that’s not okay”. The type of reading material that doesn’t shy away from challenging those “untouchable” elements of the school system.

The type of reading material that makes you feel unafraid to fail, be different or get in trouble.

What are your favourite “rebel reads” that I should add to the list?

Some thoughts on PD about agency

Recently I’ve been invited to visit a school in China to help poke and provoke their staff’s thinking about student agency. So being the keener that I am, I started putting together my workshop for them!

It was beautifully planned down the very last detail:

First I will provoke their thinking with a range of quotes, videos, and tweets. Then I will tune them into what they already know, or think they know about the concept of agency using a Frayer model and a Growing Definition. The I will get them to create their own questions using the Question Formulation Technique. Then I will give them a resource doc and have them inquire into the different resources and capture their thinking using a Connect-Extend-Challenge. Then I will get them to complete an agency self-reflection tool and put together a personalized action plan. Then to finish it off, I will have them complete a reflection activity called “I used to think… Now I think…”.

At first I was quite pleased with myself – inquiry-based, interactive, hands-on, lots of choice, full of Visible Thinking Routines and other best practices. Done and done!

But then I caught myself…

I couldn’t help but notice a pattern: “I will…, I will… I will… I will…” whether it was, “give them, get them to, or have them complete…” I was definitely the one engineering the learning.

So I began to wonder…

If the medium is the message, am I respecting and supporting their agency as learners?

Am I modelling for them what I’d hope to see them do in their classroom with their own learners?

Does the structure I have planned help them learn about agency, or through agency?

So I scrapped everything I had and went back to the drawing board, keeping those guiding questions in mind.

Now my plan looks totally different:

First, I will be transparent about the structure of the workshop. Explaining why the medium needs to be the message and what that has to do with my vision of them as capable, competent learners who know themselves and know what they need and how they learn best.

Next, they will construct their own personalized success criteria that shows what they hope to know, understand and/or be able to do by the end of our time together.

Then, I will present some systems and structures that provide a plethora of potential ways to learn about agency: a variety of optional sessions led by me, a structure for workshops any of them want to offer for each other, a resource Google document with many resources about agency that is editable so they can add new resources they find/create, an expert wall where teachers can sign up for aspects of agency they feel confident helping one another with, a conversation wall where they can add topics related to agency they want to discuss with one another, some possible time slots for one-on-one or small group conferences with me, opportunities to Skype with other educators experimenting with agency etc.

Next, I will provide them with blank schedules where they will fill in what they want to learn, how they plan to learn, where they will learn and with whom they will learn over the course of our two days together. Also blocking out potential breaks and time for lunch as they see fit.

Also, we will discuss planning for documentation. We will discuss all the different ways to document learning – Evernote, Google doc, Google slides, Twitter, notebook, bubble catcher, personal blog etc. – and then they will choose how best to capture and record their own learning.

Then the majority of our time together will be them learning – hopefully, with some conducting personal inquiries, others learning collaboratively, some choosing to attend my sessions, others attending peer-led sessions, lots of conversation – one-on-one, small group, and large group – with me and with each other. Not to mention taking breaks, eating, drinking, time for play and fun.

Towards the end, they will self-assess using their personalized success criteria to evaluate their own learning and ascertain their next steps in their learning journey towards understanding and implementing agentic models of learning.

Finally, to wrap up our time together we will collectively brainstorm why we reflect, how we can reflect and what specifically we can reflect about. My hope is that this generates a menu of “how” options ranging from conversation, to painting, to vlogging, to writing, to sketchnoting and “what” options ranging from what they learned about, to how they learned, to how they felt about their learning. Then they will reflect in a way that is most comfortable and purposeful for them as learners.

Obviously I won’t know how it goes until it actually happens… but I can say that I feel much more comfortable (and less hypocritical) with my second plan, compared to my first.

I know there are many of us in the education community charged with supporting teachers to learn about agency and shift their practice towards a more agentic model of learning. I think if we want to do so successfully then we need to be very purposeful in crafting professional learning experiences where the medium is the message – where teachers experience agency as learners, in order to be able to then go back into the classroom and respect and support their students’ agency as learners.

What are your approaches to helping teachers understand and implement more agentic models of learning?

*I’m also very open to feedback and suggestions about how I can make my plan even more agentic for the teachers I will be working with, so please feel free to leave constructive comments below!*