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What if students don't have anything they are interested in learning? And they don't have a sense of agency?

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What if students don't have anything they are interested in learning? And they don't have a sense of agency?

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What if what they want to learn doesn't align with the standards?

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What if what they want to learn doesn't align with the standards?

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Off the bat, seeing that the IB is organized around meeting with small groups and working closely with students! This is the entire context of my teaching position this year, so I'm excited to integrate a more IB approach to what I'm doing.

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How to artfully guide students to intended learning outcomes while giving them agency and space to take control of their own learning

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I think students will certainly have more by in when they are given choice and believe in their ability to grow!

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I think students will certainly have more by in when they are given choice and believe in their ability to grow!

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How to develop agency in all students.  Some simply don't want to be in school.

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How to develop agency in all students.  Some simply don't want to be in school.

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Classroom community is something that is already very important to me.  So going forward with the IB approach, I am excited to learn more on building a partnership with my students and really build on that community.

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Classroom community is something that is already very important to me.  So going forward with the IB approach, I am excited to learn more on building a partnership with my students and really build on that community.

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I am excited about IB allowing my students to build confidence to openly ask questions and share their new ideas.

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I am excited about IB allowing my students to build confidence to openly ask questions and share their new ideas.

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I need to know how to get certain students involved who would rather be at home.  Some prefer being online because they get to be at home. 

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I need to know how to get certain students involved who would rather be at home.  Some prefer being online because they get to be at home. 

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I have a few students this year who really lack confidence and honestly are uncomfortable making their own choices (even their lunch choice). So I am just worried about getting them to take the self-initiative in finding meaningful learning activities.  

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I have a few students this year who really lack confidence and honestly are uncomfortable making their own choices (even their lunch choice). So I am just worried about getting them to take the self-initiative in finding meaningful learning activities.  

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How to direct more student agency and self efficacy in the classroom through the lens of motivating them to become more aware and responsible for their own learning.

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How to allow students (especially younger) to take ownership of their learning and understand the outcomes

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There is amazing strength in this approach when it's woven into the fabric of an entire school culture, and when students progress from year to year operating under this same kind of system. I worry about what happens when some individuals don't operate in this way, and we lose the power of the full school culture supporting the IB approach.

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It worries me that some students are lacking the social skills/confidence to take part in the class because they didn't get a chance to build these skills last year at home instead of in the classroom. 

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It worries me that some students are lacking the social skills/confidence to take part in the class because they didn't get a chance to build these skills last year at home instead of in the classroom. 

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I'm excited about developing a learning environment where students feel comfortable and confident in expressing themselves in a deeper, more meaningful way.

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One thing I love about learner agency is that students learn they are agents of not just their own learning, but also of other’s learning as well. I think this helps in creating a collaborative classroom environment as we all have the goal of furthering our own learner, as well as the learning of others. I am also excited by the idea that as students gain agency, the relationship between teacher and student becomes a partnership. As a teacher, there can easily be power imbalances, and I want to work to actively change that within my classroom.

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Being able to successfully direct new avenues of agency without it seeming contrived.

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I believe students will build confidence when given the chance to have their voice heard.  They will begin to believe they are capable and an important part of the classroom community.  

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I believe students will build confidence when given the chance to have their voice heard.  They will begin to believe they are capable and an important part of the classroom community.  

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I need to learn more about how to support students with building more self-efficacy.

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Some of our students are severely lacking confidence, which leads to them struggling with making decisions for themselves or voicing their opinion. I want to work on how to implement strategies to help students build up their confidence so that we can in turn build up their self-efficacy.

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Keeping students engaged in their work.  I have some students who will do everything as fast as they can just to complete it.  Even if it is something they enjoy.  So I would like to figure out how to get them to take ownership in their work and work on taking pride in what they do and accomplish. 

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Keeping students engaged in their work.  I have some students who will do everything as fast as they can just to complete it.  Even if it is something they enjoy.  So I would like to figure out how to get them to take ownership in their work and work on taking pride in what they do and accomplish. 

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One point that stood out to me was that students monitor and adjust their learning as needed. I think this is great, and would definitely work for older grades, but am unsure of how this would play out in a younger classroom.

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Giving students more opportunities in the classroom to demonstrate the attributes and play a bigger role in designing ideas in the classroom. And allowing myself to let go of having too much control!

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I think that in order to create a balanced classroom environment where agency and self efficacy are high ranking, a stable and welcoming atmosphere is required. If this is achieved, however, then the experience of the students can only improve!

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I think student agency is important in getting learners invested in their own learning, as well as the learning of others. This leads to more holistic and well rounded students. However, I do think there are some logistical challenges, especially with younger grades, that I need to work through/ think more deeply about.

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I think that students will believe more in themselves when they see what they are capable of when they make their own choices in their learning.  

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I think that students will believe more in themselves when they see what they are capable of when they make their own choices in their learning.  

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I am excited about giving students more choice and giving them the chance to set their own learning goals. Another thing I love about learner agency is the idea of regarding the relationship between teachers and students as a partnership.

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Being able to draw out the shyer students in my classes in order to feel more confident in allowing their voice to be heard.

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I struggle with students who struggle to participate and be risk takers with their own learning. How to I teach my students to take on agency and feel confident to share their ideas and wonders?

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By providing more choice and voice to the students and allowing them more control in the direction of their learning. Seeing the results of this provides me with great excitement.

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How to engage ALL students and not rely on a select few to provide the necessary conversation/discussion in class. How can I become more skilled at encouraging and inspiring these quieter students to feel more excited to share their thoughts, worries and concerns?

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I'm excited about creating a learning environment where students take the wheel and create agency for themselves and become curious about the world around them

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I'm worried that my ELL students and students with learning disabilities will get left behind. How do I differentiate in an IB world?

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I think that students are much more likely to achieve their learning goals if they know that they have choices and that their voice is being heard.

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I believe students need to take their learning into their own hands. They learn better when they have agency.

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For students to understand that they have a voice and they have a choice but to still take ownership of their learning and to be aware of classroom and school expectations.

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How to support and engage students who show apathy despite being given agency?

How to facilitate those students who say they don’t wonder or don’t have any questions?

How to become more reactive to student directed learning and less prescriptive as a teacher? Is it simply just a case of letting go of control or are there strategies/prompts I can use?

I would love to observe and learn from other teachers within my school to see how they facilitate student agency to deepen my understanding.

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I can see student engagement increase when they are completing tasks they care about

I can see student self-efficacy improve when they can answer questions they posed at the start of a unit, as they directed the learning

Releasing the control and taking the focus away from me as a teacher and putting it on the learner

Really getting to know the students as individuals and as learners

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That I have not developed the tool kit I need to support student agency properly. Am I able to react effectively to student led action and inquiry?

I do not have the knowledge base/creativity to think of engaging and exciting open ended tasks that allow for student choice, voice and ownership.

I have limited experience of using formative assessment strategies and struggle to find time to look back at these to then adjust my lessons as I am too focused on what I am teaching the next day

Identifying the key learning points to focus on during small group and individual feedback sessions

When giving students agency, what do you do in those moments then the need to follow ‘rules’ outside of teacher/student control? Such as a whole school uniform policy? I feel that I am telling them to have agency when I tell them to, but not at other times. In society, they have to follow laws etc. so is this a skill they also need?

That I focus on one thing, such as student agency in class and forget about something else? How do you remember to include everything!

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I think that despite my concerns, student agency is certainly the path I want to travel. I feel it sets students up to be lifelong learners, who can think creatively and reflect on their actions/learning. I think information is everywhere, so we should be teaching students how to access this and how to use it to better themselves and the world around them, rather than knowledge based learning.

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I agree with the idea of students learning by doing and this plays a huge part in students taking ownership of their learning to become lifelong learners. I think it is important for students to track their own individual progress and create a goal for themselves. They can do a routine check-in with me or an accountability partner to see if their data shows they are progressing or to create a plan for how they can reach their goal.

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In giving students more choice, will this detract from the curriculum and if I do realign their choices with the learning they require will they feel like I am taking away their voice?

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I believe that in giving students more ownership of their learning they will begin to see what they are capable of to a much higher degree.

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I would love to learn more about encouraging students to be risk takers as well as confident in directing their own work. I have found that the excitement of taking ownership of one's own learning starts with that confidence to take that risk.

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Finding the balance between supporting student agency and following school expectations + curriculum.
Supporting students in building the social skills and confidence they need to take ownership of their learning.

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Diving into the topic of learner agency as well as this entire journey to understanding the PYP is very exciting to me! It really seems like a great way to engage young minds and set students up to succeed and positively contribute to society. Learner agency really feels like it's at the core of exploring learning while maintaining an interest.

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It seems IB and social emotional learning would go hand and hand. How might I use the CASEL framework to help student achieve greater agency?

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I worry that I will find it a struggle to support those students that are more shy when it comes to using their voice. Because of this, I have worries that I will tend to mainly fall back to taking teacher control.

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I am excited in making learning a collaboration between myself and students and that students would take more responsibility for the direction of their learning.

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How to effectively use classroom management when you have students who are taking advantage of activities that are promoting agency. Also, how to effectively use classroom management within the framework of the IB PYP.

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I'm excited at increasing the opportunities for agency and self-efficacy in activities in my classroom. When reflecting on past activities, both myself and I think the students find these inquiry activities quite engaging and enjoyable in general.

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So many filters in which to create lesson plans. Standards, transdisciplinary themes, working with classroom teachers and having a product to assess makes me a little crazy.

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I believe that incorporating opportunities for student agency in the classroom is beneficial in many ways. Student directed learning allows for more engagement and interest. Something that is not usually the case when the teacher does not give many options. The amount of effort that a student puts into their work will always be more when they have a choice in how they do something as well. I also think that when student's have more agency, they are practicing many of the PYP key concepts at once! Their learning becomes largely their own responsibility.

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I believe giving students agency is crucial to becoming a successful adult and citizen. i think there is no greater gift we can give a child than being able to be a thinker and life long learner.

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In a PreK-5 setting, the 4/5 grade has a less eager approach in incorporating IB because it is newer to the students (introduced around 24-36 months ago; in that time summers, online learning...) while those in younger grades seem to have more of an approach that embodies this. How can a whole staff learn at the same pace realizing not all teachers are at the same level (some just learning, others with their feet wet and few with experience). Are there training opportunities for an entire school to engage in professionally that may not be a workshop?

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Collaborating with peer educators and students offering the voice and choice is so imperative. Sometimes I see teachers disregard peer educators (specialists, etc.) because it doesn't 'deal with' the standards or the hoops they feel they must jump through. When you individualize student learning--hopefully those educators will realize that they are on the same team FOR the student and start opening their eyes how interconnected it all is. I want that a-ha moment across the board, I think it will come and that's exciting.

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Being overwhelmed with pulling in the language of PYP into everything I do in the classroom

How to effectively scaffold agency and self-efficacy into the classroom

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Some teachers who may feel they are 'too busy' and not realizing that this is exciting and opens doors. It does a disservice to what an IB school is about.

Some students who shut down before they even try. I have seen how behaviors of students can get in the way of learning--so at a basic level trying to address that behavior could, in turn, influence the educator to shutdown as pointed out above.

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Just as much as we want students to be risk takers. Some of the most apprehensive people are the educators.

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* I learn by example.  It would be helpful to see a live teacher video on how she/he is implementing agency concept in a classroom setting.  

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* I learn by example.  It would be helpful to see a live teacher video on how she/he is implementing agency concept in a classroom setting.  

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*I am excited to be part of the IB world.  I am excited to learn a new way of teaching.  I am also excited that as an IB teacher, I also have a voice, choice and ownership of my learning and that this is a journey and not a race!

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*I am excited to be part of the IB world.  I am excited to learn a new way of teaching.  I am also excited that as an IB teacher, I also have a voice, choice and ownership of my learning and that this is a journey and not a race!

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*I worry as a new IB teacher that I might not meet all the IB expectations that are required of me this year. For example, the planners, IB walls of inquiry, using the IB language etc...

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*I worry as a new IB teacher that I might not meet all the IB expectations that are required of me this year. For example, the planners, IB walls of inquiry, using the IB language etc...

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I think it is important to make small changes that are manageable for you to work towards creating a culture that encourages agency and self-efficacy. Being able to articulate how your strategies fit into PYP is a good check to make sure you are on the right path.

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* I truly believe in giving students ownership of their own learning.  I'm excited to build my students self-efficacy and implement the agency of voice, choice and ownership.  I look forward to learning more during my Ib journey. 

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* I truly believe in giving students ownership of their own learning.  I'm excited to build my students self-efficacy and implement the agency of voice, choice and ownership.  I look forward to learning more during my Ib journey. 

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How effectively differentiate instruction based off where students are at and be able build that sense of agency with them.

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How effectively differentiate instruction based off where students are at and be able build that sense of agency with them.

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I am excited to give most of my students free reign of what they want to pursue, work on, and engage in and to see how they learn based off of that.

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I am excited to give most of my students free reign of what they want to pursue, work on, and engage in and to see how they learn based off of that.

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I am worried that some students are not going to be fully invested in this process and will have to figure out how to engage them in finding that sense of agency.

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I am worried that some students are not going to be fully invested in this process and will have to figure out how to engage them in finding that sense of agency.

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I think that when students have more agency in their learning they are more willing to learn it and be more open to learning.

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I think that when students have more agency in their learning they are more willing to learn it and be more open to learning.

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I need to know what a lesson looks like in the classroom.  I need to know how to intertwine the IB with curriculum.

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I need to know what a lesson looks like in the classroom.  I need to know how to intertwine the IB with curriculum.

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It excites me to be able to incorporate a wider view of the world when most students are subject to a small corner

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It excites me to be able to incorporate a wider view of the world when most students are subject to a small corner

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I worry that curriculum content/standards will be hard to master if students choice of learning is not aligned.

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I worry that curriculum content/standards will be hard to master if students choice of learning is not aligned.

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I firmly believe that all students should be encouraged to learn what excites them while building a firm foundation to excel academically.  Students need guidance in understanding that education can change their situation.  I also believe there should be as much fun incorporated into learning to motivate students to have a drive to explore, create, and evolve.

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I firmly believe that all students should be encouraged to learn what excites them while building a firm foundation to excel academically.  Students need guidance in understanding that education can change their situation.  I also believe there should be as much fun incorporated into learning to motivate students to have a drive to explore, create, and evolve.

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I worry that I am typing my answers incorrectly in the wrong space :)

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I worry that I am typing my answers incorrectly in the wrong space :)

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I know it's possible, but I need hope and success stories of facilitating increased learner agency in students with high trauma.  I feel motivated an inspired when I hear stories of students who overcome.  

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I know it's possible, but I need hope and success stories of facilitating increased learner agency in students with high trauma.  I feel motivated an inspired when I hear stories of students who overcome.  

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I'm excited about the information in the article regarding the importance of play.  I think this has been lost.  There is so much unnecessary pressure placed on students, teachers, administrators, and school districts to perform, perform, perform, and at what cost?  I'm excited to see teachers invested in really knowing their students.  Their interests, their talents, their strengths and struggles, their culture, etc.  That's what I want from the teachers of my own children too.

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I'm excited about the information in the article regarding the importance of play.  I think this has been lost.  There is so much unnecessary pressure placed on students, teachers, administrators, and school districts to perform, perform, perform, and at what cost?  I'm excited to see teachers invested in really knowing their students.  Their interests, their talents, their strengths and struggles, their culture, etc.  That's what I want from the teachers of my own children too.

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I am concerned that even though all the IB attributes represent ideals I believe in, that there are too many other pressures on the profession to allow this type of learning to take place.  I am concerned about children's addiction to screens and other forms of technology.  Sometimes it seems like education can't compete with the instant gratification offered by all the other things children have access to.

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I am concerned that even though all the IB attributes represent ideals I believe in, that there are too many other pressures on the profession to allow this type of learning to take place.  I am concerned about children's addiction to screens and other forms of technology.  Sometimes it seems like education can't compete with the instant gratification offered by all the other things children have access to.

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I agree with/believe that children are naturally curious and learning about everything around them all the time and it is our job to keep that spark alive.  It reminds of the video seen in many restorative justice trainings, when an expert describes how in 1st grade students from marginalized communities are excited and curious, can't wait to learn, and how many of the same students become disenfranchised before middle school due to a system stacked against them.  Not just in education, but in our society.  When school staff have learner agency in mind and embedded into everything we do, maybe things can start to improve.  

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I agree with/believe that children are naturally curious and learning about everything around them all the time and it is our job to keep that spark alive.  It reminds of the video seen in many restorative justice trainings, when an expert describes how in 1st grade students from marginalized communities are excited and curious, can't wait to learn, and how many of the same students become disenfranchised before middle school due to a system stacked against them.  Not just in education, but in our society.  When school staff have learner agency in mind and embedded into everything we do, maybe things can start to improve.  

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I believe students should be part of their own learning journey and feel as though their voice is being heard. Shifting the power from the teacher to the students by giving them agency over their own learning will empower them to be excited about being at school.

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For my class I worry about the support in the classroom to foster these inquiry-based projects, for example I have two students with ASD and I want them to participate but I also worry that if we don’t have enough adult support it won’t be successful.

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Something that excites me is the idea of when student’s have agency of their own learning the relationship between teacher and students become a partnership. Through this way of thinking the teacher is not the only one who holds knowledge, we work alongside one another and learn from one another.

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I would like to learn more specific examples in the classroom that foster self-efficacy.