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Anitha

In the unit Who We Are, as a part of taking action, learners created posters about appropriate actions and respectful behavior, and then shared them with all other grades. They were also mindful of these behaviors and implemented them in their day-to-day lives.

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Anitha

I feel that the beginning of the unit and the collaborative planning for collective action may be a challenge. For the action to be effective it is important to work collaboratively, and plan and organizing .

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Anitha

Hart's Ladder of Participation can be used for authentic planning. Instead of extrinsic motivation, learners can be genuinely involved and engaged in taking risks and making mindful decisions. This framework provides learners with a voice and choice and promotes higher levels of participation.

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Anitha

According to me, action means taking meaningful steps taken by learners as a result of learning. It encompasses a broad range of activities that contribute positively to the community, environment, or personal development.

Agency means the capacity of students to act purposefully and constructively, making choices and decisions to influence their learning and the world around them. It involves self-efficacy, autonomy, and empowerment.

Differences-

Scope:

Agency: Broader concept encompassing the internal capability and mindset of students to take initiative and control their learning journey.

Action: Specific steps or activities undertaken as a result of agency, often with tangible outcomes.

Similarities-Agency and action encourage students to engage actively with their learning and community.

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Action and agency are related concepts

1. **Action**: An action is typically defined as something a person consciously does, often with intent or purpose. It involves a decision-making process and is usually seen as a manifestation of an individual's will. Actions can range from simple physical movements to complex behaviors driven by beliefs, desires, and intentions.

2. **Agency**: Agency refers to the capacity of individuals to act independently and make their own choices. It's the ability to exert power, influence, or control over one's environment and circumstances. Agency implies a degree of autonomy and self-determination. It's often discussed in contexts such as moral responsibility, social dynamics, and individual empowerment.

Difference between them

Actions are the behaviors or deeds performed by individuals, while agency is the underlying capacity or power that enables individuals to perform those actions.

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The hardest type of collective action to plan at the beginning of a unit is likely one that involves a diverse group with conflicting interests or goals. This complexity can make it challenging to find common ground and create a cohesive plan that satisfies everyone involved.

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Action means doing something, like taking a step or making a decision. Agency is having the power or ability to make choices and take action. When you have agency, you're in control and can make things happen. So, action is what you do, and agency is the power to do it. They're related because you need agency to take action

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In our current unit on landforms, students took action by writing letters to local leaders, urging them to protect special land from harm. Additionally, they performed a mono act to raise awareness about the issue. This activity connects to the learner profile by developing students as thinkers, caring,reflection and principled individuals.

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Anaahita

For the unit on Landforms, the students could take a collective action by building different landform models have a mini exhibition and display to the other grades their learning of the landforms in connection with the 3 LOIs. The whole process of this action would cover different attributes and skills.

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Anaahita

Hart's Ladder of Participation shows us the degrees of participation of teacher and student. It is provided as a guideling to establish the involvement of student participation

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Anaahita

I feel, any collective /collaborative action is hard to plan during the beginnung of a unit. As it involves, individuals who have their individual mindsets, opinions, resources etc. Bringing in harmony in a collective action is a challenge we teachers face pretty much all the time.

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Anaahita

Action and Agency, I think, are closely related. After a students takes agency of their learning, comes the confidence to take on an action realting to their unit.

Agency would be taking up resposibility of their learning, whereas, action would be how they would their learning into actual practice.

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In a unit which is science focused.

Learners will dwell deeper into scientific process, where the students will be taking action and will be leading an experiment independently.

Learners will be observing, making predictions and concluding the experiment keeping the scientific process in mind.

Recording sheets will be introduced and learners will write/illustrate their findings.

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Hart's Ladder of Participation can be an effective tool for planning collective action by ensuring meaningful involvement at different levels. It helps the teacher and the student to anaylize the progression as each step is passed. It helps in student agency and leading to take action

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The hardest type of collective action to plan at the beginning of a unit is to transform collective action.

Difficulty can arise due to

coordination, resources, time, unpredictable outcomes, achievable or measured goals.

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Action- Is to do something, with a focus and to achieve something specific.

Agency- This means that the capacity of the individual to achieve or to influence their own lives and the world around them.

Difference - Action is done without personal choice whereas,

Agency- Having the capacity to choose but not yet acting. It's by choice.

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In the on "How the World Works," where students explore scientific concepts here are some possible actions students could use :

1. Environmental Conservation Projects: Students could organize initiatives such as tree planting, recycling programs in their school or local community. This demonstrates the attributes of being caring and principled, as they take action to protect the environment and promote sustainable practices.

2. Research and Investigation: Students could conduct scientific research projects on topics such as climate change, etc. This reflects the attributes of being knowledgeable and reflective.

By engaging in these actions, students not only deepen their understanding of scientific concepts but also develop essential skills in the learner profile, such as being caring, principled, knowledgeable, reflective, communicative, creative, and open-minded.

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Komal

In a unit focusing on landforms, students could engage in various actions that align with the IB learner profile.

1. Community Clean-Up: Students could organize a local clean-up initiative to improve the environment in their community. This action demonstrates their commitment to being caring and responsible members of their community.

2. Community Garden Project: Students could collaborate on a community garden project, where they learn about the importance of soil conservation and sustainable agriculture practices. This action promotes their open-mindedness and appreciation for different perspectives, as they explore alternative ways of interacting with the environment and consider the needs of future generations.

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Swati Gupta

In a Grade 2 Hindi language unit, students could organize a storytelling session or create storybooks for younger students. This action connects with the learner profile by demonstrating caring for others, communication skills, open-mindedness, principled behavior, and reflection.

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Swati Gupta

Hart's ladder helps teachers and students plan what to do in projects. It's like climbing steps: at the bottom, teachers just tell students what's happening, but as you climb up, students get more involved in deciding and leading the actions. It's about making sure everyone works together and students have a real say in what they do.

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Roger Hart's ladder of participation ensures planning and process which is student center, which establishes the objective of participation, makes the decision, and shares with an adult, it focuses on students' agency, and responsibility.

Jyotshna Singh

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Swati Gupta

Planning creative projects at the start of a unit can be tough because they're like puzzles without a clear picture to guide you. You need to think about what resources and time you'll need, how to make sure everyone can join in, how to check if everyone's doing well, and how to help if they're not. It's like trying to juggle a lot of balls at once!

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Komal

Hart's ladder of participation provides a framework for understanding different levels of involvement among participants. In the classroom context, it can be utilised to promote student engagement and agency in various ways:

1. Involvement: Students can be involved in planning and organizing classroom activities, such as group projects or class events. This fosters a sense of ownership and responsibility for their learning experience.

2. Delegated Power: Teachers can delegate power to students by allowing them to take on leadership roles, such as leading discussions or facilitating group work. This empowers students to take initiative and develop leadership skills.

3. Student-Led Initiatives: Students can initiate their own projects or initiatives within the classroom, such as implementing a recycling program. This encourages autonomy and entrepreneurship among students.

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Komal

1. Cooperation Dynamics:

Initiatives relying heavily on cooperation among participants may lead to challenges at the beginning as trust and mutual understanding need to be established, as it can lead to delays in planning.

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Komal

"Action" often refers to taking steps or initiatives to address issues or bring about change, emphasizing the practical aspect of making a difference in the world.

"Agency," on the other hand, refers to the capacity of individuals or groups to act independently and make their own choices. It's more about empowerment and autonomy.

So, while action involves doing something, agency is about having the ability and authority to do so.

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In language We have a unit on Culture , Story, and Poem we have some possible action that students can take during the Unit ----

1. Group Discussions and Debates:

Activity: Students can engage in discussions and debates on various topics relevant to their topic in our language.

Learner Profile Connections: Communicators (expressing ideas clearly and confidently), Open-minded (appreciating different perspectives).

2. Cultural Projects:

Activity: Students can research and present on different cultures where the target language is spoken, including customs, traditions, and societal norms.

Learner Profile Connections: Inquirers (developing their research skills), Knowledgeable (exploring cultural contexts), Open-minded (understanding and appreciating cultural diversity).

3. Creative Writing and Storytelling:

Activity: Students can write and share stories, poems, or essays in the target language.

Learner Profile Connections: Thinkers (using creative and critical thinking skills), Risk-takers (experimenting with language use).

4. Language Exchange Programs:

Activity: Partnering with schools in countries where the target language is spoken for pen pal exchanges or virtual conversations.

Learner Profile Connections: Communicators (enhancing language skills through real-life practice), Open-minded (learning from peers in different cultural settings).

5. Role-Playing and Simulations:

Activity: Engaging in role-plays or simulations where students act out real-life scenarios using the target language.

Learner Profile Connections: Communicators (effective communication in varied contexts), Reflective (considering their learning experiences and language use).

Jyotshna Singh

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The hardest type of collective action to plan at the beginning of a unit for language learning is project-based learning. This is because it requires detailed planning, coordination among students, clear objectives, and sufficient resources, all of which are challenging to organize without a clear understanding of students' initial language abilities and dynamics.

Jyotshna Singh

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Swati Gupta

Differences -

Student agency is about how students learn.

Student action is about what students do with their learning.

Similarities -

Both concepts are essential in IB education, aiming to develop students who are not only knowledgeable but also capable of applying their knowledge to create positive change.

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By using Hart’s Ladder as an educator we can observe whether learners are just watching, giving opinions, or fully involved.

Also, ensuring everyone are actively engaged in the various activities especially those who might not always have a voice, has the opportunity to participate.

Throughout the process, listen to feedback from participants and be willing to adjust your plans accordingly. If people feel they're not being heard or their ideas aren't being taken seriously, it may be necessary to rethink your approach.

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In Language learning host country celebration we can

organizing a cultural fair where students showcase different aspects of Indian festivals such as Diwali, Holi, or Eid. They can prepare traditional food, create art and crafts, perform dances or skits, and share information about the significance of each festival.

Connection with Learner Profiles:

Open-Minded

Reflective

Caring

For Story Unit we can collaboratively writing and illustrating a multicultural storybook. Students can work in groups to brainstorm story ideas, develop characters, write the plot, and create illustrations. They can then publish the storybook and share it with younger students or donate it to the school library.

Connection with Learner Profiles:

Communicator

Thinker

Principled

In both units, students engage in meaningful actions that extend beyond the classroom.

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Hart;s ladder can be used for learning language need lots of different types of engagments

1. Non-participation: Listening to recorded dialogues without opportunities for interaction.

2. Decoration: Students create posters or presentations on pre-selected topics.

3. Tokenism:Selecting from a list of predetermined vocabulary words to incorporate into a spoken presentation.

4. Assigned but informed: Assigning roles for group discussions where students are provided with background information and guidelines.

5. Consulted and informed: Students participating in peer editing sessions where they provide constructive feedback to each other on written assignments.

6. Adult-initiated, shared decisions with children: Collaboratively designing language learning units with students, allowing them to contribute ideas for activities and assessments.

7. Child-initiated and directed: Supporting students in setting personalized language learning goals and designing their own study plans or resources.

These activities progressively empower students to take more ownership of their language learning journey, moving towards higher levels of agency and action as described in Hart's ladder.

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The planning of creative group projects can be the most challenging in the PYP for language. Here's why:

A Multitude of Skills: Creative projects require various language skills, such as writing, speaking, and listening. Incorporating all these skills into a single project is difficult to determine.

Diverse Students, Diverse Needs: Each student learns differently and has unique interests. Planning a project that suits everyone can be tricky.

Uncertainty: Creative projects often involve uncertainty regarding the outcome. Planning everything at the beginning of the unit is challenging when you're unsure what will happen.

Grading Dilemma: Grading creative projects can be subjective. Determining how to assess them fairly requires careful consideration.

Therefore, while creative projects can be enjoyable and intriguing, they can also be difficult to plan for in the PYP for language due to these reasons.

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"Action" means doing something specific, like raising your hand or saying hello.

"Agency" is more like having the power or ability to choose and do things. It's like having the freedom to decide what you want to do.

So, while action is about actually doing something, agency is about the ability or power to do it. They're similar because both involve making things happen, but different because the agency is more about having the freedom to choose, while the action is about actually doing something specific.

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Action and agency
Similarities- while action and agency are distinct concepts, they are similar in their emphasis on empowerment, purposeful action, responsibility, and active participation. Both concepts play important roles in fostering individuals' growth, development, and ability to make a positive impact on the world around them.
Differences- It has distinct characteristics in terms of scope, emphasis, application, and outcome. Action focuses on specific actions taken within the context of learning, while agency encompasses individuals' broader capacity to make choices and take action in their lives.

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Action and agency in the PYP are intertwined, with both emphasizing student initiative, responsibility, international-mindedness, and engagement with community and global issues.

From the provided article, here are some similarities between action and agency:

1. Integral to Learning Process: Both action and agency are fundamental to the PYP learning process, serving as essential components that help students link their learning to real-life issues and opportunities.

2. Development of Responsibility: Action and agency both involve the development of responsible behaviors towards social and physical environments, as well as to the community.

3. International-Mindedness: Through both action and agency, students develop an understanding of international-mindedness, appreciating the benefits of working collectively towards shared purposes.

4. Student-Initiated: Both concepts emphasize initiatives driven by students. Actions taken by students are authentic and meaningful, while agency involves students making responsible choices.

5. Community Engagement: Both action and agency engage students with local and global challenges, encouraging them to contribute to their communities in meaningful ways.

6. Reflection and Mindfulness: Both involve a reflective and mindful approach. Actions are taken thoughtfully, considering the potential impact on others, while agency involves careful deliberation before making choices.

In summary, while action and agency are closely related and often overlap, action is more about the execution of tangible steps and behaviors, whereas agency is about the underlying capacity, and decision-making process that enable students to take those actions.

~ Drimal Pereira

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Collaboration Planning for collective action that might be challenging. At the beginning of a unit, learners may have varying levels of familiarity Each student has unique learning needs the understanding would become more clear and the collaboration efforts could be carried forward more effectively.

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Collaboration and coordination

Planning collective action can be challenging, but actions that require a high level of coordination are often the most difficult to plan at the beginning of the unit because it involves aligning curriculum objectives, teaching methodologies, and assessment strategies across different subjects, which requires coordination among teachers, etc.

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Action and agency are closely connected but not the same thing.

Action refers to the act of doing something.

Agency on the other hand, often implies the capacity or power to act, the ability to make choices.

Definition- Action refers to the actual doing of something, while agency refers to the capacity or ability to do something.

Context - Actions can be influenced by external factors such as environment or social norms, while agency is more intrinsic to the individual's sense of self

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Action & Agency Similarities - Both Action and Agency in the IB PYP encourage active engagement, responsibility, and skill development. They encourage students to develop critical thinking, communication, collaboration, and empathy.

Differences - Action is observable behavior and what they do with their learning.

agency refers to voluntarily making choices. student take ownership of their learning

Jyotshna Singh

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Action and Agency involve are closely relate concepts.But they also have distinct characteristics.Where agency refers to the taking impactful and responsible decisions at personal.

Action in the IB context often refers to the concept of action as one of the key components of the IB

Agency,on the other hand, refers to the capacity of individuals to take ownership of their learning and informed choices and decisions.

Difference

Action refers to observation

Agency refers to the ability to making their choices.

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Planning for collective action, especially when learners may have different mindsets at the beginning of a unit, requires careful consideration and strategic approaches to foster collaboration and engagement. Here's a step-by-step guide:

1. Establish Clear Goals and Objective

2. Create a Shared Vision

3. Adjust as Needed

4. Expectations

5. Build Trust

6. Celebrate Achievements

you can help learners overcome initial mindset differences and work together effectively towards shared objectives.

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In an upcoming unit in an IB school, there could be various opportunities for student action aligned with the IB learner profile. Here are some possible examples of student action and how they could connect with the learner profile:

1. Creative Arts Project: Students could collaborate on a creative arts project, such as producing a play, creating a mural, or organizing a music concert to raise awareness about an issue or celebrate diversity and cultural heritage. This action reflects the learner profile attributes of "Open-Minded," "Risk-Taker," and "Reflective," as students explore different perspectives and express themselves creatively, take risks in their artistic endeavors, and reflect on the impact of their work on themselves and others.

2. Global Citizenship Initiative: Students could initiate a project to promote global citizenship and intercultural understanding within their school community. They could organize cultural exchange events, host guest speakers from diverse backgrounds, or participate in virtual exchange programs with students from other countries. This action embodies the learner profile attributes of "Global Thinker," "Communicator," and "Open-Minded," as students engage with diverse perspectives, communicate across cultures, and develop empathy and respect for others around the world.

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By using Hart's ladder of participation as a guide, educators in IB schools can ensure that action planning processes are inclusive, student-centered, and empowering. By actively involving students in decision-making and action, educators can foster a sense of ownership, agency, and responsibility among students, helping them develop the skills, attitudes, and dispositions needed to become active, engaged global citizens.

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action and agency are closely related concepts but have distinct meanings and implications within the framework of the International Baccalaureate program.

Action in the IB context often refers to the concept of "action" as one of the key components of the IB learner profile. It goes beyond mere academic achievement and encompasses the idea of students taking responsible action and making a positive difference in their communities and the world. This action can manifest in various forms, such as community service, advocacy, environmental stewardship, and social justice initiatives. In this sense, action in an IB school context emphasizes the practical application of knowledge and skills to address real-world issues and challenges.

Agency, on the other hand, refers to the capacity of individuals to take ownership of their learning and make informed choices and decisions. In the IB program, fostering student agency is a fundamental goal, as it empowers students to become active, self-directed learners who take responsibility for their own education. This includes setting learning goals, reflecting on their progress, seeking support when needed, and making choices that align with their interests, values, and aspirations.

While action and agency are similar in that they both emphasize active engagement and responsibility, there are some differences:

1. Scope: Action in the IB context often refers to outward-directed activities aimed at making a positive impact on the world, whereas agency focuses more on inward-directed processes of self-regulation and self-determination within the learning context.

2. Focus: Action emphasizes the practical application of knowledge and skills to address real-world issues, while agency focuses on empowering students to take ownership of their learning and personal development.

3. Outcome: Action in the IB context often results in tangible outcomes, such as community projects, advocacy campaigns, or service initiatives, whereas agency is more about the development of skills, attitudes, and dispositions that support lifelong learning and personal growth.

4. Context: Action may involve collaborative efforts with peers, teachers, and community members to effect change, while agency is more individualistic and relates to the student's ability to navigate their own learning journey.

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planning for collective action can present unique challenges, particularly given the diverse student body and the educational objectives of the IB program. One type of collective action that might be particularly challenging to plan at the beginning of the unit in an IB school is a large-scale interdisciplinary project involving multiple subjects or disciplines.

1. Integration of Subject Areas: Planning an interdisciplinary project requires coordination and collaboration across different subject areas, each with its own curriculum, objectives, and assessment criteria. Aligning these diverse elements to create a cohesive and meaningful project can be complex and time-consuming.

2. Varied Student Backgrounds and Abilities: In an IB school, students come from diverse backgrounds and possess varying levels of prior knowledge, skills, and interests. Designing a collective action project that is inclusive and accessible to all students, while still challenging and engaging, requires careful consideration of individual needs and abilities.

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In the unit ‘Sharing the planet’, some possible student actions could be -

Advertising about global warming

Role plays depicting the life of people and challenges being faced around the world

Writing Articles about impact of human activities on environment.

The above actions would help them make connections with different learner profiles -

Inquirer and knowledgeable: gathering information in order to know about the problems and their impacts.

Communicator and thinker: In order to present their information, plays, advertisements etc.

Reflective and Caring: In order to implement strategies to overcome the harmful impact on the environment.

-Jagrati Soneja

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Collaboration is one of the hardest to plan at the initial stage as the learners possess varied mindset. Eventually as they inquire and delve deep into a unit, the understanding would become more clear and the collaborative efforts could be carried forward more effectively.

-Jagrati Soneja

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In a play based unit in Nursery grade students engage in various type of action that aligns with the learner profile attributes.

1. Building Structures-Learners can use building blocks or other construction materials to build structures together . This promotes teamwork, problem-solving, aligning with attributes like "Thinker" as they plan & "Risk-taker as they think & explorer different materials of play.

2.Role-Playing Scenarios-Learners engage in imaginative play by role-playing different scenarios pretending & taking turns to be firefighters, doctors, builders etc. This attribute engages communication, empathy & open mindedness like "Principled" as take turns to role play and "Reflective" as they think about different scenarios.

-Faatimah Shaikh

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Focusing on the on going unit (Play) in Nursery, I can use the Hart's ladder of participation to support learners development while fostering collaboration, creativity while engaging in play.

1. Observation and Assessment: I can observes the learner's play behaviors and interests during free play sessions. Noticing the fact that many learners incline towards the block area and show enthusiasm for building and constructing. 2. Activity Planning: Based on the observation, a guided building activity focused on block play & provide additional guidance and support to help learners explore new building techniques and structures can be lead.

3. Materials Preparation: I will gathers a variety of wooden blocks of different shapes, sizes & magnet tiles and play materials.

4. Guided Building Session: I will lead students in a structured building session where they are encouraged to explore new building techniques and work together to create collaborative structures.

5. Collaborative Play: During the guided building session, I will helps learners engage in collaborative play among the students, encouraging them to communicate and problem-solve together as they build.

6. Reflection: Thinking back on what they did helps learners understand better and learn from what they did. They can figure out what worked well and what they could do better next time. This is important for learning how to solve problems and for growing as a person.

-Faatimah Shaikh

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Collaboration(Large scale projects) : planning collective actions that involve the entire class or mutiple classes can be challenging due to logistical consideration i.e coordinating schedules, managing resources and ensuring the participation of all students.

-Faatimah Shaikh

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Similarities:

Both actions and agency involve the capacity for individuals to influence and shape their own lives and the world around them. They both hold the ability to make choices, exercise control, and exert influence over one's environment. Both actions an agency promote engagement, critical thinking and social responsibility among the learners.

Differences:

Action refers to observable behaviour whereas agency refers to the ability to act voluntarily and make choices.

-Faatimah Shaikh

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I am an Assistant teacher for grade 2, and we recently completed a unit on advertising and media. The students were expected to construct advertisements using various media platforms in a creative way that draws viewers in.

Creative Projects: Students might work on artistic or multimedia projects that creatively address major ideas or themes from the unit. This can entail creating poems, films, artwork, or digital presentations that share their knowledge and perspectives. Students who work on creative projects are inspired to be imaginative and thoughtful because they are able to convey their thoughts and viewpoints in a variety of ways.

Peer Education Workshops: Students may create and present workshops or presentations for their peers on subjects taught in the course. This could include imparting knowledge to their peers on a certain topic, presenting research findings, or facilitating conversations about pertinent topics. Students who assume the position of educators exhibit communicative and knowledge skills as they share what they know with others and promote learning.

Community Service initiatives: Based on the unit's theme or topics, students might organize and carry out community service initiatives. For instance, students could plan a recycling drive, tree planting event, or beach clean-up if the unit's theme is environmental sustainability. By encouraging a sense of compassion and accountability towards the community and the environment, this action fits with the learner profile.

~Nishad.Jivani~

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Various degrees of involvement or participation in decision-making processes are outlined in Hart's ladder of participation, a conceptual framework.

Evaluating Present Participation Values

Establishing Objectives for Participation:

Creating Inclusive Workflows

Customized Approaches

Developing Ability and Performance

Examining Effect

~Nishad.Jivani~

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Collaboration and coordination -

In order for collective action to be effective, members must cooperate and coordinate. To do this, planning, organizing, and assembling resources are frequently required.

~Nishad.Jivani~

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Action: Refers to the process of doing something, whether it's physical or mental.

Action: Focuses on the behavior itself, the actual doing of something.

Action: Encompasses the behaviors themselves, regardless of the underlying motivation or control.

Action: Can be intentional or unintentional, and responsibility may or may not be attributed depending on the context.

Action: Can be viewed in isolation, focusing solely on the behavior itself.

Agency

1. Refers to the capacity of individuals to act independently and make their own choices.

2. Focuses on the individual's ability to initiate and control behavior, encompassing decision-making and autonomy.

3. Encompasses not only the behaviors but also the cognitive and motivational aspects driving those behaviors.

4. Implies a sense of responsibility for one's actions, as it involves the capacity to make independent choices and exert control over one's behavior.

5. Often considered within a broader socio-cultural context, as it involves the recognition of individuals as autonomous beings with the capacity to shape their own lives.

~Nishad.Jivani~

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Although they are not exactly the same, action and agency are related ideas.

Action usually refers to the act of performing a task, either mentally or physically. It entails putting up effort or energy to accomplish a particular objective. Conscious or unconscious, deliberate or inadvertent, actions can occur.

Contrarily, agency describes a person's ability to act freely and make their own decisions. It has to do with taking ownership of one's actions and feeling in control of them. Agency includes the ability to take action as well as the capacity to decide for oneself and to impact one's environment and way of life.

Agency explores a person's capacity to initiate and regulate their own conduct, whereas action concentrates on the behavior itself.

~Nishad.Jivani~

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Action and agency are closely related.

Where agency refers to the taking impactful and responsible decisions at personal or with regards to community, action refers to the act of carrying out and implementing of the decisions at personal and community level.

Some similarities might be -

The opinions of the learners (what and why)

The choice as to how an action could be carried forward.

The ownership of the decisions being made.

Some differences might be -

The tangibility ( actions may or may not be physically seen, while the agency can be).

Actions are student initiated.

The actions might start at a similar pace and put but, going further can take various forms depending upon the varied learner's abilities and inquiries.

-Jagrati Soneja

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In the current unit, Grade 5 students have explored a diverse range of topics related to innovation and technology and they have created artworks as an action project. They made connections with learner profiles of Risk-taker, Principled, and Balanced:

1. Risk-taker: Students demonstrated their risk-taking by exploring unconventional artistic techniques and materials in their artworks. For example, they experimented with mixed media, unconventional tools, non-traditional approaches to create innovative and visually striking pieces. This risk-taking behavior aligns with the learner profile attribute of being willing to try new things and push the boundaries of their artistic practice.

2. Principled: Students showcased their principled nature by choosing topics for their artworks that align with their personal values and beliefs. For instance, they selected themes related to environmental sustainability, social justice, etc. By creating artworks that reflect their principles and convictions, students demonstrated integrity and a commitment to making a positive impact through their art.

3. Balanced: Students demonstrate balance in their artistic practice by considering the holistic impact of their artworks on themselves, others and the environment. They strived to strike a balance between aesthetic appeal, conceptual depth and practical considerations such as sustainability and accessibility. Additionally, students maintained a healthy balance between creative exploration and critical reflection, ensuring that their artworks are both meaningful and well-crafted.

Individual and Collective Action: Innovation in animal rescue, Technological innovation in animal care / health, Medical research and advancements, Green materials, Media technology, Innovation in Educational technology, Pollution control, Impact of media and technology on mental health, Sustainable cities, Space Technology and Aviation, Scientific innovation for global peace, Robotics and AI, Innovative solutions to reduce hunger and poverty and Disaster Management.

-Basilia Roy

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As a Visual Arts teacher, I can use Hart's ladder of participation as a guiding framework to enhance student engagement, agency and ownership in the planning and execution of artistic projects.

1. Assessment of Current Participation Levels: I can begin by assessing where the students currently stand on Hart's ladder of participation. Considering the extent to which they are involved in decision-making processes related to Visual Arts projects. This assessment will provide insights into areas for improvement and opportunities for enhancing student participation.

2. Setting Goals for Participation: Based on my assessment, I can set specific goals for increasing student participation levels in Visual Arts projects. Identifying the desired level of student involvement, such as moving from being "consulted and informed" to "adult-initiated, shared decisions with children" or higher on the ladder.

3. Designing Collaborative Projects: Planning Visual Arts projects that promote collaboration and shared decision-making between students and me. Providing opportunities for students to contribute ideas, express preferences and co-create the artistic vision. Encouraging open dialogue and creative exploration throughout the planning process.

4. Providing Information and Resources: Ensuring that students have access to relevant information, resources and skills needed to actively participate in Visual Arts projects. Offering guidance on artistic techniques and providing examples of artwork for inspiration to develop students' artistic abilities.

5. Encouraging Student Leadership: Empowering students to take on leadership roles within Visual Arts projects. Assigning responsibilities such as project management, team coordination and peer mentoring. Encouraging students to take ownership of specific aspects of the project and supporting them in developing leadership skills.

6. Reflecting and Evaluating Progress: Fostering a culture of reflection and evaluation throughout the project timeline. Regularly checking- in with students to assess their level of engagement and satisfaction with the project. Encouraging self-assessment and peer feedback to identify strengths, areas for improvement and opportunities for growth.

7. Celebrating Achievements: Recognizing and celebrating students' contributions and accomplishments in Visual Arts projects. Highlighting individual and collective achievements, showcasing artwork in school exhibitions and acknowledging students' efforts. Celebrating successes reinforces students' sense of agency and encourages continued engagement in the arts.

-Basilia Roy

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One type of collective action that might be particularly challenging to plan at the beginning of a unit is collaborative art projects on Social issues. These projects involve collaboration with various stakeholders and often require extensive planning and coordination.

1. Logistical Complexity: Social issues related art projects typically involve coordinating with multiple individuals, groups, etc. within the community. Planning for logistical aspects such as space, materials and scheduling can be daunting, especially when considering the diverse needs and constraints of different stakeholders.

2. Community Engagement: Successful art projects require meaningful engagement with the community to ensure relevance, inclusivity and support. Building relationships and fostering collaboration with community members may take time and effort, making it challenging to fully plan at the outset of the unit.

3. Resource Allocation: Large-scale art projects often require significant resources. Securing resources on time requires careful consideration and negotiation, which may not be fully resolved at the beginning of the unit.

4. Creative Direction: Collaborative art projects involve balancing the creative input of multiple participants while maintaining a cohesive vision and aesthetic. Planning for how to facilitate creative expression and collaboration among participants while ensuring artistic integrity can be complex and may evolve as the project unfolds.

5. Risk Management: Large-scale art projects may involve inherent risks such as safety concerns, logistical challenges, or unexpected obstacles. Planning for risk management strategies requires careful consideration and may necessitate ongoing assessment and adaptation throughout the project.

-Basilia Roy

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Yes, action and agency are similar concepts, but they also have distinct characteristics.

Similarities:

1. Initiation: Both action and agency involve the initiation of behavior or decision-making by the individual.

2. Responsibility: They both entail a sense of responsibility, whether it's towards oneself, others, or the community.

3. Choice: Both concepts involve making choices, whether it's choosing to act or not to act in a given situation.

4. Impact: Both action and agency have the potential to create an impact, whether it's on oneself, others, or the environment.

Differences:

1. Scope: Action typically refers to the specific behaviors or activities undertaken by individuals or groups, whereas agency encompasses a broader concept of one's capacity to act independently and make choices.

2. Intent: Action often implies a deliberate effort to bring about a change or achieve a specific goal, whereas agency can exist even in the absence of action, as it pertains to the individual's capacity to act rather than the action itself.

3. Context: Agency is more about the underlying capacity or power to act, while action refers to the actual manifestation of that capacity within a specific context or situation.

While action and agency are closely related and often go hand in hand, agency is more about the capacity or power to act, whereas action refers to the actual behaviors or activities undertaken by individuals or groups.

-Basilia Roy