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The learning environment has to support, foster and encourage learner agency. The space has to allow an organic approach for the learner.

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We emphasis that student choice is a privilege in class. Therefore sitting where and who you want to, is a privilege. If we have students who continue to make 'bad choices' of who they sit by and where, then they can loose the privilege and sit at individual tables until they self-manage their time and work and get to sit where they want again. The same goes for picking their daily timetable, if they don't attend workshops or do the work, then they again can loose that privilege and have conferencing sessions with teachers to plan their day.

Our class is set out with individual tables, groups tables, paired tables and floor spaces etc. We have set it up so they have the freedom to work together, with a buddy, at a teacher table, or alone. To have student agency, you need to have enough choices in the class.

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We need to scaffold and provide opportunities to guide students to self-manage and utilise the range of spaces and learning activities available. Create a communal langauage and understanding of how they can enhance their learning through the use of those spaces.

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In a year 3 & 4 classroom we monitor what students are doing through must do chart. They tick off when they finish a task. We check these every morning or while waiting for the ending bell and have mini discussions about what to achieve the next day.

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Getting the right balance - mixed ability groups & guided groups

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Getting the right balance - mixed ability groups & guided groups

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An idea of how learner agency can be 'planned for' and constructed into your weekly timetable is to have a mixture of guided lessons (ability grouped sessions to target learning goals and work through what can't be left to chance) and then mixed ability workshops that students opt in to based on their interests, needs and goals (i.e 1 x reading, 1 x writing and 2 x maths workshops per week). This ensures that learners have mixed ability opportunities and conversations with a wider mix of other students throughout the week across the core areas of numeracy & literacy that are over and above their targeted guided sessions.

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When children not signed up for workshops or specific learning areas, other options have a must do / can do that the children self manage throughout the week.
Children have a voice in setting success criteria related to must dos...

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Students work to build self-management, and as they move through licences, they have more environments to use, e.g. Outside.

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When running must do's in the classroom, we have monitors, or experts, who students can seek for support when teachers are taking workshops, or working with other students. These experts can help conference work (older year level) or simply, explain how a must do needs to be done or support them with choosing which one to do. These experts apply for the job.

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Providing guidance on learning areas within enviro

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 How much are students/teachers in control of their environments?·            Are environments altered in adaptive ways by students/teachers?·            How permeable are the boundaries around/within our environments?·            How does the environment empower learners to be in the driving seat?

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 How much are students/teachers in control of their environments?·            Are environments altered in adaptive ways by students/teachers?·            How permeable are the boundaries around/within our environments?·            How does the environment empower learners to be in the driving seat?

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CORE Education’s Edtalks modern learning environments channel share stories from thought leaders, innovative educators, and inspirational learners to help develop impactful innovation and student agency.

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CORE Education’s Edtalks modern learning environments channel share stories from thought leaders, innovative educators, and inspirational learners to help develop impactful innovation and student agency.

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http://edtalks.org/#/channels/modern-learning-environments