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This article shares examples of how classroom routines could be one of the effective tools to foster learners' agency and raise their voice and choice while learning mathematics.
During the last months, the concept of "agency" has dominated the discussion between educators since it is one of new terminologies that appeared in PYP: From principles into practice. Although it is not "new" in the programme because PYP educators were aware of student-centered learning, supporting learners too have voice, choice, and ownership is a challenging journey.

Being responsible for assisting and supporting teachers to implement the Mathematics curriculum effectively and for sustaining the growth of the programme, we started to experiment with practices in mathematics that build student agency. We chose one tool for teaching Math: classroom routines.
Mathematical proficiency and routines
The National Council Teachers of Mathematics (NCTM, 2001) defines five strands that are interwoven and interdependent in the development of proficiency in mathematics: conceptual understanding, strategic competence, adaptive reasoning, productive disposition, and procedural fluency. One of the known tools or activities that help learners develop procedural fluency and conceptual understanding, as well as reasoning and problem-solving skills, is mathematics routines, where learners work together on a strategy or skill to develop specialized knowledge and language needed for conceptual understanding and applying mathematical concepts.
Dynamic Routines
Supporting learners to guide their learning required making a shift in the way routines are delivered and instructional practices that foster sense-making in Mathematics. Accordingly, I transferred the traditional routines into dynamic ones and put the needed criteria or the key elements that guide us toward planning meaningful experiences that support the learner's voice and choice.

To apply dynamic routines, teachers create a safe learning environment where learners are provided with opportunities for metacognition, are confident and motivated, contribute to a positive attitude toward Mathematics, are encouraged to use mathematical language and test others' strategies to assess their validity.
Examples of Dynamic Routines
We have started implementing the dynamic routine this year with fourth grade students. We chose the learning outcome: describe mental and written strategies for adding and subtracting two-digit numbers- Strand Number (Phase 2), and we extended it to teach adding and subtracting three-digit numbers.

Learners were asked to find one or more strategies and justify their answers. They shared their ideas with peers and then in groups using appropriate mathematical language. We used posters in classroom as samples to encourage them communicate and explain their thinking.

Figure 1: Sample of Class Poster

The following are samples of learners' thinking:

Figure 2: Vertical and horizontal Calculations

Figure 3: Decomposing and Skip Counting

Figure 4: Use of Soroban

Figure 5: Same Change Method

Research suggests that once students have memorized and practiced procedures that they do not understand, they have less motivation to understand their meaning or the reasoning behind them (Hiebert, 1999). Therefore, we aim to develop our understanding of how to create opportunities for students to develop agency in the mathematics classrooms by encouraging them to participate as creative agents, who think and reason for themselves in mathematics, rather than being passive recipients of knowledge. Our routines reflect our beliefs, so all what we need to do is to choose the best way to apply these routines, reflect on their effectiveness in the sense of raising agent learners, and then act to go beyond and deeper.

References:

National Research Council. 2001. Adding It Up: Helping Children Learn Mathematics. Washington, DC: The National Academies Press. https://doi.org/10.17226/9822.

Hiebert, J. (1999). Relationships between research and the NCTM standards. Journal for Research in Mathematics Education, 30(1), 3-19.

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Samia Henaine is a PYP Math coordinator who assists and trains teachers to implement the curriculum effectively, deepens their understanding of how teaching and learning are viewed from the perspective of new educational approaches, and support them to adapt teaching methods and materials to meet students' varying needs and interests. You can follow her on Twitter @HenaineSamia.
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The Mathematics routines that cultivate learner agency

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This article shares examples of how classroom routines could be one of the effective tools to foster learners' agency and raise their voice and choice while learning mathematics. During the last months, the concept of "agency" has dominated the discussion between educators since it is one of new terminologies that appeared in PYP: From principles into practice.

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Of all the subjects that our students engage in, mathematics is the one most requiring an injection of learner agency. What is it about mathematics that engenders it to modes of teaching that are so heavily teacher-directed? How might this change if we seek to understand the place that learner agency plays in producing learners who will emerge from our classrooms with a love of mathematics and a deep understanding of its beauty?

Contemplating the effects of traditional mathematics in "A Mathematicians Lament", Paul Lockhart wrote:
"If I had to design a mechanism for the express purpose of destroying a child's natural curiosity and love of pattern-making, I couldn't possibly do as good a job as is currently being done - I simply wouldn't have the imagination to come up with the kind of senseless, soul-crushing ideas that constitute contemporary mathematics education." (Lockhart. 2009 p.2)
The dominant mode of delivery for mathematical education is well-rooted in the history of education. It sends a clear message to learners about the nature of learning in the discipline. In these classrooms, the role of the teacher is to demonstrate the methods that students will then follow. The teacher asks the questions, and the students apply the given method and, if they accurately follow the steps as described, arrive at the required solution. Students learn that mathematics is about the transfer and absorption of a body of knowledge. The roles of the teacher and the student in this model are clear, and it is the lack of any compulsion towards an emotional or personal connection with the content that leads to the "senseless, soul-crushing" model described by Lockhart.

These traditional methods of teaching maths have more in common with how we programme a computer than what we might do if we wanted to encourage learner agency. The product of most computational thinking, an algorithm is in essence just a step by step list of instructions that a machine can follow. We shouldn't be overly surprised then when our students consider mathematics as a discipline without soul. There are few, if any, opportunities for creativity or critical thinking and no place for personal expression or agency. How then might we shift this model, and what role does learner agency play in a reimagined mathematics?

Learner Agency is the most transformative ingredient we might add to our math classrooms. Learning is best achieved when it is driven by the learner. When the learner owns the process and when their success in the learning endeavour results from the strategic actions that they take, 'learner flow' becomes possible. When critical decisions are made for the learner, when the learning requires that they merely follow directions, when learning happens to you rather than because of you, engagement declines.

"By giving students a voice you send the message that their ideas and thinking are relevant to the learning that takes place and they begin to naturally take agency over their learning if we hand them the baton." (Jennifer LaTarte cited in Ritchhart and Church. 2020 p. 19)

Our children will need a sense of agency empowered by capacities required to activate or perform their intentions (Clapp, et al. 2017). They must become creative problem finders through learning opportunities that allow them to "sense that there is a puzzle somewhere or a task to be accomplished" (Csikszentmihalyi. 2013 p. 95) and respond strategically, creatively and collaboratively towards solutions devised with empathy and a long-term view of impacts and real-costs (Kelley. 2013). Our students must be shown the value of acquiring deep understandings through weaving ideas together, going beyond information and figuring things out (Ritchhart. 2015).

Such learning requires a reimagining of what the discipline of mathematics is about. Instead of teaching our students how to do mathematics, our goal should be to teach them and empower them to be mathematicians. Such an approach requires an understanding of what it is that mathematicians do and what mathematics is.

"A mathematician, like a painter or poet, is a maker of patterns. If his patterns are more permanent than theirs, it is because they are made with ideas." (Hardy. 1940 p. 13)

With such a description of what a mathematician does in mind, our approach to the discipline should begin to change. Our students require the capacity to become makers of patterns derived from the mathematical ideas they explore and uncover. Just as a poet or painter expresses their connection with the world, the mathematician finds their voice in the patterns they explore through their mathematical inquiries. Sadly, our current model of mathematics education borrows little from the field of art education, going no further than elementary art appreciation. Our students learn to look at mathematics and copy mathematics without understanding why and with no compulsion to be mathematicians.
"By concentrating on what, and leaving out why, mathematics is reduced to an empty shell. The art is not in the "truth" but in the explanation, the argument. It is the argument itself which gives the truth its context, and determines what is really being said and meant. Mathematics is the art of explanation. If you deny students the opportunity to engage in this activity- to pose their own problems, make their own conjectures and discoveries, to be wrong, to be creatively frustrated, to have an inspiration, and to cobble together their own explanations and proofs- you deny them mathematics itself." (Lockhart. 2009)
This reimagining of mathematics begins when we reorient our approach to teaching and learning. Instead of dry lessons that strictly adhere to an "I do, We do, You do" framework, mathematics education can be liberated by first allowing students to explore rich contexts with the potential for connectedness and meaning. "Exploring meaningful and important concepts that are connected to the world often means students want to take action. Providing opportunities and structures for them to do so encourages students' agency and power while making the learning relevant." (Ritchhart. 2015 p.8) We can do this by flipping the order of our planned curriculum. Instead of ending our learning journey with a rich problem, this should be the place where a mathematical inquiry begins. When we start our learning with a problem, when that problem matters to the learner and invites them to seek a solution, we begin to invite learner agency into our classrooms.
"agency", is the ability to make choices and direct activity based on one's own resourcefulness and enterprise. This entails thinking about the world not as something that unfolds separate and apart from us but as a field of action that we can potentially direct and influence." (Ritchhart, 2015 p.77)
Such a definition of agency requires our students to be self-navigating learners who routinely make choices about the directions that their mathematical inquiries will take. Such a model will invoke situations where our learners struggle to find a path towards a viable solution. They will make mistakes and fail. At these times, we have a choice to make, do we allow them to engage in productive struggle, or do we rescue them? The challenge is to trust in our ability to spot the difference between a student engaged in productive struggle and a student who lacks the resources to move their learning forward. Productive struggle is best met by supportive mentoring towards sustained effort and reflective practices. The student who is overwhelmed and lacks the necessary knowledge for a step in the right direction is likely to be open to the introduction of a new tool. The trick is to offer a new tool, not a lifeline. To leave the challenge in place while providing a way forward.

While the prospect of empowering mathematical agency may seem daunting, it does not need to be. Including time for a Number Talk within each mathematics lesson is a simple step in this direction. Doing so sends a powerful message to students about the nature of mathematics. When we emphasise mathematical reasoning, as the curriculum invites us to, we create rich opportunities for student thinking. Mathematical reasoning is defined by the writers of the Australian Curriculum as follows:
Students develop an increasingly sophisticated capacity for logical thought and actions, such as analysing, proving, evaluating, explaining, inferring, justifying and generalising. Students are reasoning mathematically when they explain their thinking, deduce and justify strategies used and conclusions reached, adapt the known to the unknown, transfer learning from one context to another, prove that something is true or false, and compare and contrast related ideas and explain their choices. (ACARA. 2010)

In this extract from the Australian curriculum, we see the seeds of learner agency tied closely to the act of being a mathematician. It is critical to note here that it is our students who are developing their capacity for logical thought as they reason mathematically and as they explain, deduce and justify their thinking and adapt to the known and unknown. Such an outcome will not be achieved by pedagogies that privilege rote learning. If our students are to engage with agency in mathematical reasoning, they must encounter learning opportunities that require this within a classroom culture that values thinking. Our students need to routinely engage with learning that requires thoughtful action and justification of chosen methods. This is likely to occur in classrooms where student thinking is named, noticed and celebrated. Teachers who use thinking routines as scaffolds for low-floor, high-ceiling, wide-walled (open-ended) tasks are more likely to foster learner agency. In this, we are describing a task that is accessible by all learners (low-floor), has scope for enrichment and extension (high-ceilings) and has multiple possible solutions and methods of engagement (wide-walls). Such rich tasks, when linked to learning that is likely to matter in the lives our learners are likely to live, are highly engaging and naturally supportive of learner agency.

When we combine opportunities for our students to explore meaningful and important concepts connected to their world, when we encourage them to embrace productive struggle and seek out the patterns and beauty of mathematics, we create a space in which learner agency is valued. When we do these things, and in doing so, invite agency into our math classrooms, we allow mathematics and mathematicians to thrive.

By Nigel Coutts
Originally published in Connect Number 248 May 2021
Connect is an independent practice journal, published bimonthly since 1979!

It aims to:

document student participation approaches and initiatives

support reflective practices;

develop and share resources.

You can access all past issues of Connect HERE

Clapp, E., Ross, J., Oxman Ryan, J. & Tishman, S. (2017) Maker-centered learning: empowering young people to shape their worlds. San Francisco, Josey Bass.

Csikszentmihalyi, M. (2013) Creativity: Flow and the psychology of discovery and invention, New York, Harper Perennial

Hardy, G. H. (1940) A mathematician's apology. University of Alberta Mathematical Sciences Society

Kelley, D. (2013) Creative Confidence: Unleashing the Creative Potential Within Us All", London, Harper Collins.

Lockhart, P (2009) A Mathematician's Lament: How school cheats us out of our most fascinating and imaginative art form. Bellevue Literary Press

Ritchhart, R. (2015) Creating cultures of thinking: The eight forces we must truly master to transform our schools", San Francisco, Josey-Bass.

Ritchhart, Ron, Church, Mark. (2020) The Power of Making Thinking Visible: Practices to engage and empower all learners. New Jersey; Josey Bass

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Agency and Mathematics - The Learner's Way

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Of all the subjects that our students engage in, mathematics is the one most requiring an injection of learner agency. What is it about mathematics that engenders it to modes of teaching that are so heavily teacher-directed?

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We are going through a period of time when educators around the world are learning to understand that the more voice, choice, and ownership students have over their learning, the deeper the understanding. Educators are experimenting with the idea of allowing for as much agency as they can within their constructs. As George Couros puts it, in this blog post, "innovating inside the box." The Enhanced PYP Documents support these beliefs. The results I see from my students also support these beliefs. However, there are still concerns from many people involved. Leadership teams worry about standards, parents worry that it doesn't look the same as when they went to school, teachers worry that they aren't "covering" what they used to cover. I feel like this is a natural step as we venture in to these unknown realms of "teaching" or advising students.

As conceptual units develop and students are choosing what to dive deeper into, I find myself wondering about math. Let's say a student is "above expected grade level" in multiplying and dividing. Yes, of course they can still take this learning further. They could even explore "backwards" a little bit, with concrete items and materials to make sure they really understand the concept and are not just computing rote numbers, yes. But I am wondering if that is more important than the other areas of math that they are weaker in. This same student is not going to have some areas of math that they are weaker at. Maybe their understanding of shape and space is incredibly low, or they don't understand how to convert ml to L, or they can't convert fractions into decimals or percentages. Why should ALL students be working on the same math strand at the same time? I understand that differentiation helps with this, but still don't whole heartedly believe that this is the way forward.

Students need to know how to evaluate their areas for growth and their strengths. They need to know what to do about that. Set goals. Implement strategies to reach those goals independently, collaboratively with peers, and cooperatively with advisors. They need to know who to go to for help, and when. What is available to them, and how do they use these resources to get to a point where they can pivot towards a different goal.

Now that I work at a much larger school, International School Ho Chi Minh City, my team has more opportunities to take this a step further. We have 5 homeroom teachers, an EAL teacher, and 3 TA's available to the students. At the beginning of the year I pitched an idea to my team to run all 5 math strands at one time. They liked the idea but it never really went forward. A big reason for this was a lack of a system for students to self-asses their needs for development. We did not have Mathletics logins at the time, so waited and did some more traditional inquiry-based integrated math units.

After the Winter break, we finally had Mathletics logins and our team felt ready to take a more personalized approach, but slowly. Over a few months we made sure students were acquainted with the Mathletics platform. Here is our process from there. The Mathletics curriculum they are following on the app is "PYP Phase 4" (which includes up to the end of grade 5, theoretically).

3. Teachers emailed students a screenshot of their results from the "Reports" tab.

4. Students identified for themselves what area they are low in and would like to improve first. Of course in most cases this was the clear lowest percentage. But not in all. Sometimes the lowest score was tied, and sometimes the student decided to choose their second or third lowest to work on, because that's what they wanted to improve first.

6. Students committed to a math group for at least one week. ​
This could look different within each math group. Personally, I made further groups/workshops within the group I was dealing with that week. For example, the first week I was leading the "Measurement - Time" group. There was too many students in "Measurement" overall, so we split it. Within the Time group I had workshops for elapsed time, time taken (time = distance/speed), and time zones. We played some games together, we talked about what is easy, what they are unsure about, and what they find confusing within the time activities. They told me what their math goal for the week was and from this I created workshops for the week. Students signed up for at least one math workshop in the week but were expected to use our math shelf, their iPad, our TA's (who are great at teaching math methods), peers, etc. to reach their math goal for the week. We have two specific math times during the week where all students working on the same math strand meet with a teacher to discuss goals like this and do some group activities or learning strategies.

6. Every Friday students fill in a Google Form confirming what their math goal will be for the following week. This is where, as a teacher, things start to get tricky. Yes, each of the five of us have chosen a strand to organize and lead. However, we all know that student needs, wants, and numbers never magically work out into 5 equal groups. The Google Form is to be filled out after meeting with their teacher to talk about their how weekly goals went that week and decide whether they are pivoting or persevering the next week.

In the beginning of this process, a lot of the goals were very limited and concrete. "I only have 30% on the time test, and my goal is to get at least 70% before I pivot." We are now at the point where the wording of these goals is too limited for them. They understand that having success criteria helps them reach the goal, but this test result should now be one of those success criteria, not the actual goal itself. This is the next step. A more open-ended goal that they can still measure success against.

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We are going through a period of time when educators around the world are learning to understand that the more voice, choice, and ownership students have over their learning, the deeper the understanding. Educators are experimenting with the idea of allowing for as much agency as they can within their constructs.

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DEVELOPING LEARNER AGENCY IN YOUR CLASSROOM 

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DEVELOPING LEARNER AGENCY IN YOUR CLASSROOM 

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Developing Learner Agency in Your Classroom - National Geographic Learning Webinars

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When instructors provide opportunities for students to exercise learner agency, they build an understanding of their educational journey.

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23 Questions that Cultivate Deeper Learning Mindsets

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23 Questions that Cultivate Deeper Learning Mindsets

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A fellow educator recently asked me, "What are some of the best ways that educators can teach deeper learning mindsets?"

"Good question. One way is to model them," I said.

"How do educators model these mindsets?" he asked.

"We need to have professional learning opportunities for educators that mimic the types of environments we seek to create for and with students."

Professional learning opportunities that include time to wrestle with big questions and to reflect on our own learning will help educators model what deeper learning advocates call academic mindsets, loosely defined as the skills, dispositions and mindsets positively associated with academic success, and help cultivate deeper learning experiences they seek to create with students.

Let's take a look at some of the critical components of deeper learning mindsets and how these can be applied to the adult learner in professional learning environments.

Here are 23 questions you can ask in professional learning that cultivate deeper learning mindsets.

Create a strong sense of a community of learners and value intellectual engagement with others.
Questions for Professional Learning + Reflection:

How effectively does the staff meet to create a strong sense of community? Is each staff member valued as a learner and a contributor to the overall mission of the school/organization?

How and when do you collaborate as a professional learning community?

Do students see this collaboration? And importantly, are students invited to staff meetings and/or to meaningfully contribute when wrestling with all school issues or decision making?

Do students have an opportunity to help adults with genuine problem solving?

How are students involved as schools leaders alongside adults?

Are students seeing adults that are intellectually engaging with - and wrestling with - complex problems?

Take Action: We know that to develop academic mindsets, students should have positive attitudes and beliefs about themselves as learners. Seek opportunities to involve students meaningfully and watch their self-esteem and self-efficacy increase.

Recognize that your own learning is a social process and seek assistance from colleagues online and in person to support your own professional learning and growth.

This could take the form of a learning plan and/or opportunities for educators to create their own professional learning. This could be online and/or in person- i.e. blended and competency-based approaches that are recommended by the NGLC network of schools, for example.
Questions for Professional Learning + Reflection:

What's my vision for this school year? This quarter? This month?

What are my specific goals related to my vision?

And, how am I going to get there? What projects do I need to be working on to accomplish my goal?

How can I make my own learning plan public so that students can see my vision, goals and projects and support me in my own growth?

Take Action: Share with students what you are working on. Allow them to see you as a learner. Ask them for their help and feedback on a specific project of interest to you.

Model a growth mindset.
Questions for Professional Learning + Reflection:

If and when you have the opportunity to learn something new, what's your approach?

When is the last time you learned a new app, program or technological solution? How did you share that new learning with students?

When reflecting on something that you have learned recently, what kind of impact has it had on you and by extension your students?

In what ways do your own statements about learning support a growth mindset? How do you know? What can you say to students about their work that supports a growth mindset?

What resources, materials and/or curriculum is available for use at your school that supports a growth mindset?

In what ways can you share with students your own struggles and successes with your current and/or previous work?

It's important to note that Carol Dweck, the Stanford researcher who coined the term "growth mindset," has had recent reflections on her work. In her recent article in Education Week, Carol Dweck Revisits the 'Growth Mindset', Dweck writes about what she calls a 'false growth mindset', the lack of alignment between professing to have a growth mindset on the one hand and very little follow through in words or actions to back that up. Dweck writes:

"How can we help educators adopt a deeper, true growth mindset, one that will show in their classroom practices? You may be surprised by my answer: Let's legitimize the fixed mindset. Let's acknowledge that (1) we're all a mixture of fixed and growth mindsets, (2) we will probably always be, and (3) if we want to move closer to a growth mindset in our thoughts and practices, we need to stay in touch with our fixed-mindset thoughts and deeds. If we 'ban' the fixed mindset, we will surely create false growth-mindsets. (By the way, I also fear that if we use mindset measures for accountability, we will create false growth mindsets on an unprecedented scale.) But if we watch carefully for our fixed-mindset triggers, we can begin the true journey to a growth mindset."

One way educators (and parents) can become aware of 'false growth mindset' is to regularly reflect on how they may face setbacks. Dweck recommends asking yourself how you feel when you face challenges. Do you become anxious, incompetent or defeated? If so, this could be an opportunity for your own growth. She recommends accepting your thoughts about how you face challenges and through awareness and reflection. You can turn professional or personal frustration into a learning opportunity.

Take Action: Share your own learning struggles with your students, if applicable. Let them see that you have faced challenges and how you have overcome them.

Talk about how learning has been relevant to your life.
Questions for Professional Learning + Reflection:

What stories can you share with students about how something you have learned has created depth or has been relevant to who you are now as a person?

What concepts, knowledge and wisdom gained through your own school and life experiences might be relevant to your students? What books have you read that have been particularly impactful?

How can students connect the dots between what they are learning now and their own experiences? How are you helping them to see those connections?

Take Action: Taking the long view is not something that is easy for students, whether they are five or 15. In particular, adolescents are not known for their ability to see the "bigger picture." Any way you can remind them there is a connection to life after high school could serve them in their own development. Try hanging a sign in the room that asks, "What's your vision and how can I help you to get there?" (You could adjust this question depending on the age of the students). Regularly use that question as a touchstone to their life after high school.

This sounds obvious, but ask questions and genuinely listen. At my school, we aimed for 7 questions to every 1 declarative statement when having 1:1 meetings with our high school advisees.

Demonstrate meaning in learning. Connect content knowledge to your own life and interests.
Questions for Professional Learning + Reflection:

What's the connection between what I am currently learning and my role as an educator? What else do I need and want to learn?

In what areas can I continue to be a learner? What am I personally and professionally interested in? How can my professional learning opportunities be more relevant to my own needs as a learner?

How can I share what I am doing in my professional learning with my students? What sort of impact could this make?

What projects that I am taking on could I involve my students in? How can I learn alongside my students?

Take Action: Project-based learning provides rich opportunities to learn alongside students. Follow a project process (as defined by PBL experts such as Buck Institute for Learning or the folks at Big Picture Learning or New Tech Network , among others) and model learning something new alongside a student.

In an article titled " Does Deeper Learning Have a Race Problem? " by Jal Mehta, he concludes, "[T]he only way to increase the stock of people clamoring for deeper learning is to have people actually experience what it is like to learn deeply. Thus for those who believe in deeper learning, they need to think not only about students, but also parents, legislators, and others who influence the schooling process. Once people have been part of a powerful learning experience, they are much more likely to want to build a whole system full of them."

The more we wrestle, wrangle, reflect, show up, display a willingness to learn, collaborate and involve students - we are displaying, in thoughts, actions and words, what deeper learning is and means. The more we can model deeper learning mindsets through our own actions and our intentional conversations with students, colleagues, parents and policy makers, the more we are able to deeply embed powerful learning experiences into schools, for adults and students.
For more on deeper learning, see: Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update

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23 Questions that Cultivate Deeper Learning Mindsets

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A fellow educator recently asked me, "What are some of the best ways that educators can teach deeper learning mindsets?" "Good question. One way is to model them," I said. "How do educators model these mindsets?" he asked. "We need to have professional learning opportunities for educators that mimic the types of environments we seek to create for and with students."

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IGBISCC22  NanoPD: Technology for Differentiation by Yuni Santosa.mp4

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IGBISCC22 NanoPD: Harbinder Kaur Chauhan "Math Talk".mp4

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Has your school adopted or created a social and emotional learning (SEL) framework? If so, are you wondering how to integrate SEL in the school library?

If you answered "yes" to both questions, I have an idea for you. Read the book All Learning Is Social and Emotional: Helping Students Develop Essential Skills for the Classroom and Beyond. This book guides readers to integrate SEL throughout the day in any class setting. Examples help readers see SEL in action.

There are five different SEL themes in the book. The appendix includes a resource guide with recommended picture books and chapter books. These titles provide readers with models to discuss and practice social-emotional skills.

The structure of All Learning Is Social and Emotional is great for group discussions. Reflection questions help readers think about integrating SEL in their lessons.

A group of AASL members are discussing the book. In our first meeting, we explored the SEL themes of identity and agency. The authors of the book explain that when learners have a sense of identity and agency, they:

can identify their strengths

are self-confident

believe in themselves

have a growth mindset

have resiliency (Frey et al. 2019)

The book club discussed how SEL aligns with the AASL Standards. The Key Commitments point to themes like "problem solving" and "making meaning for oneself." Learners can identify themselves as someone who can persevere when faced with challenges. Stories can foster discussions about these ideas. They help learners shape their own identities and develop a sense of agency.

Our discussion prompted us to share book titles that embody identity and agency. Here are a few of the titles we mentioned.

Red: A Crayon's Story by Michael Hall

How does it feel when society labels you with an identity that doesn't match who you are? Not good! In Red: A Crayon's Story, a blue crayon is wearing a red label. He tries to live up to his red label, but disappoints everyone along the way, including himself. One day, a new crayon asks him to draw a blue ocean. He says he can't because he's red. When prompted to try, he does and finds that he can draw an ocean. He is blue! Once he discovers this, his life changes. He loves what he brings to the world, and his family and friends celebrate his identity.

Ambitious Girl by Meena Harris

Don't let the world tell you who you are. Claim your own identity! Author Meena Harris noticed how people talked about ambitious women. It wasn't good. Especially, if you were "too ambitious." Harris recognizes ambition as a powerful trait. Her book illustrates how ambitious women impact the world and make a difference. She wants readers to embrace their identities and ignore negative labels.

I Am Every Good Thing by Derrick Barnes and Gordon C. James

Take a moment to write about how others would describe you. Now, write your own story. How would you describe yourself? Is it different than how others see you? How can you embrace your identity? Find out how the boys in I Am Every Good Thing identify themselves. The rich illustrations and poetic text will compel you to spend time getting to know each person. This beautiful book shares joyful stories of Black boys celebrating their identities.

Thao by Thao Lam

Thao is ready to change her name. She's tired of everyone mispronouncing "Thao." She begins to refer to herself as Jennifer. But will Jennifer appreciate Vietnamese food as much as Thao does? Readers with unfamiliar names will identify with Thao's story. It can be distressing when others mispronounce your name. After the reading, encourage learners to consider why names are important. Create strategies for learners to pronounce unfamiliar names when meeting new people.

The Name Jar by Yangsook Choi

Are you familiar with The Name Jar? I bet you are. It's a popular title. I found a video of the author/illustrator, Yangsook Choi, reading the book. She encourages viewers to create a self-portrait. Choi guides learners through a mindful art activity. She asks learners to think about their identities as they draw different facial features. It's a valuable lesson and one worth doing with learners. Click here to watch " The Name Jar" on YouTube.

Kamala and Maya's Big Idea by Meena Harris

What does it looks like to have a sense of agency and work towards goals? In Kamala and Maya's Big Idea, two sisters want a playground. They first ask adults to help, but they are not interested in the project. This does not stop the "per-sisters." They gather friends and get to work. Soon, the neighbors chip in and raise money. Readers will see how young people can organize and get things done in this engaging story.

How to Solve a Problem: The Rise (and Falls) of a Rock-Climbing Champion by Ashima Shiraishi

Who smiles at problems? Rock climbers do! How to Solve a Problem is an inspirational story about an award-winning rock climber. Readers will appreciate learning how a teenager embraces problems when reaching goals. This is a great example of having the sense of agency to work for what you want.
Looking for more SEL themed picture books? Take a look at my Knowledge Quest blog post "Social and Emotional Picture Books for Face-to-Face Learning." You may find some titles to help learners adjust to face-to-face learning. A special thanks to my book discussion group! I enjoyed learning about integrating SEL in the library with you. Thank you JoAnn Diamond, Tiffany Clark, Laura Laures, Lori Donovan, Diane Konjura, and Aimee Guerrero. I'm excited about our next discussion!

What are your favorite picture books that embody agency and identity? Please share in the comment box below!
Work Cited:
Frey, Nancy, Douglas Fisher, and Dominique Smith. 2019. All Learning Is Social and Emotional: Helping Learners Develop Essential Skills for the Classroom and Beyond. ASCD.

Categories: Blog Topics, Professional Development, Student Engagement/ Teaching Models

Tags: lesson ideas, picture books, sel learning, Social and Emotional Learning

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Picture Books that Support Social and Emotional Learning: Identity and Agency - Knowledge Quest

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Has your school adopted or created a social and emotional learning (SEL) framework? If so, are you wondering how to integrate SEL in the school library? If you answered "yes" to both questions, I have an idea for you. Read... Read More ›

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Student agency at its most creative and critical: The Virtual Carey Art and Design Exhibition

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Student agency at its most creative and critical: The Virtual Carey Art and Design Exhibition

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However powerful each individual student's creation might be, it is the exhibition that becomes the nexus for engagement with and impact on an audience. The exhibition makes the opportunity for transformative thinking possible.

As such, we are proud to be able to share with you the first ever Virtual Carey Art and Design exhibition. This showcase of our students' works is accessible to all, and has allowed us to continue to celebrate the important impact of Art and Design at Carey despite the unpredictable nature of 2021.

Kevin Jiang (Year 11), recipient of the Bertrand Dupuche Memorial Prize

As learners, we began with the visual
For those of us with the precious gift of sight, our early encounters were focussed on the shapes, colours and lines of our emerging world. Our early visual language grew quickly to embrace people, objects, places, events and, ultimately, link to the concepts that would foreground our formal education. At Carey, education in the Art and Design learning area builds on the foundational elements of early visual experiences through the evolution of imagery, ideas, technical devices and the manipulation of materials.

The VCAA (Victorian Curriculum and Assessment Authority) describes the compelling nature of the Art and Design study for students:
'The Arts present ideas that are dynamic and rich in tradition. Through engaging in the arts and design curriculums, students are entertained, challenged and provoked to respond to questions and assumptions about individual and community identity, taking into account different histories and cultures.'
Derek Ding (Year 9), recipient of the Young Artist Award

Critical and creative thinking creates a powerful symbiosis. It also identifies the dual strands for engagement with this form of learning as making and responding. Through art/design making, students can learn about themselves and their world.

It is through sharing these works in the annual Carey Art and Design exhibition that students begin to teach others. This is student agency at its most creative and critical.

Student exhibitions provide an open dialogue between creative output and audience. They also forge new and exciting links for learning. The major impacts and benefits of Carey's exhibition programs and student exhibitions in schools across Australia and the United States have been widely captured in research by Harvard University's Project Zero. It has revealed that visual exhibitions in primary and secondary school Art and Design fostered discussion and socialisation between students and teachers alike and,
'stirred emotional responses, allowed for personal connection making, generally enhanced a schools work environment, fostered learning opportunities and promoted cognitive engagement.' Vy Tran (Year 11)
Through our commitment to providing moments to reflect and inspire, we hope the 2021 Virtual Exhibition will provide empowerment and opportunities to learn. The dual modes for engagement will continue to gather the divergent, the unique and the unexpected visions of our students to reframe the present and create a shared meaning for the future.
Simon Carver, Leader of Learning - Art and Design
on behalf of the students and staff of Art and Design Cover image by Angelina Censori (Year 12)

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Student agency at its most creative and critical: The Virtual Carey Art and Design Exhibition

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However powerful each individual student's creation might be, it is the exhibition that becomes the nexus for engagement with and impact on an audience. The exhibition makes the opportunity for transformative thinking possible. As such, we are proud to be able to share with you the first ever Virtual Carey Art and Design exhibition.

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Paper Blog | Tech considerations to support student-centered learning

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When promoting student-centered learning, integrating technology into your efforts can be a worthwhile endeavor. Find out how to go about it.

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Language-How to Cultivate Student Agency in English Language Learners

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Language-How to Cultivate Student Agency in English Language Learners

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How to Cultivate Student Agency in English Language Learners | KQED

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Developing an English language learner’s sense of agency can feel like a challenge when so many variables are at stake. Teachers Larry Ferlazzo and Katie Hull-Sypnieski outline helpful strategies for helping students feel they have more control.

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Just as everyone has a unique fingerprint, every student has an individual learning style. Chances are, not all of your students grasp a subject in the same way or share the same level of ability. So how can you better deliver your lessons to reach everyone in class? Consider differentiated instruction-a method you may have heard about but haven't explored, which is why you're here. In this article, learn exactly what it means, how it works, and the pros and cons.

Definition of differentiated instruction

Carol Ann Tomlinson is a leader in the area of differentiated learning and professor of educational leadership, foundations, and policy at the University of Virginia. Tomlinson describes differentiated instruction as factoring students' individual learning styles and levels of readiness first before designing a lesson plan. Research on the effectiveness of differentiation shows this method benefits a wide range of students, from those with learning disabilities to those who are considered high ability.

Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student.

Teachers who practice differentiation in the classroom may:

Design lessons based on students' learning styles.

Group students by shared interest, topic, or ability for assignments.

Assess students' learning using formative assessment.

Manage the classroom to create a safe and supportive environment.

Continually assess and adjust lesson content to meet students' needs.

History of differentiated instruction

The roots of differentiated instruction go all the way back to the days of the one-room schoolhouse, where one teacher had students of all ages in one classroom. As the educational system transitioned to grading schools, it was assumed that children of the same age learned similarly. However in 1912, achievement tests were introduced, and the scores revealed the gaps in student's abilities within grade levels.

In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA), ensuring that children with disabilities had equal access to public education. To reach this student population, many educators used differentiated instruction strategies. Then came the passage of No Child Left Behind in 2000, which further encouraged differentiated and skill-based instruction-and that's because it works. Research by educator Leslie Owen Wilson supports differentiating instruction within the classroom, finding that lecture is the least effective instructional strategy, with only 5 to 10 percent retention after 24 hours. Engaging in a discussion, practicing after exposure to content, and teaching others are much more effective ways to ensure learning retention.

Four ways to differentiate instruction

According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.

1. Content

As you already know, fundamental lesson content should cover the standards of learning set by the school district or state educational standards. But some students in your class may be completely unfamiliar with the concepts in a lesson, some students may have partial mastery, and some students may already be familiar with the content before the lesson begins.

What you could do is differentiate the content by designing activities for groups of students that cover various levels of Bloom's Taxonomy (a classification of levels of intellectual behavior going from lower-order thinking skills to higher-order thinking skills). The six levels are: remembering, understanding, applying, analyzing, evaluating, and creating.

Students who are unfamiliar with a lesson could be required to complete tasks on the lower levels: remembering and understanding. Students with some mastery could be asked to apply and analyze the content, and students who have high levels of mastery could be asked to complete tasks in the areas of evaluating and creating.

Examples of differentiating activities:

Match vocabulary words to definitions.

Read a passage of text and answer related questions.

Think of a situation that happened to a character in the story and a different outcome.

Differentiate fact from opinion in the story.

Identify an author's position and provide evidence to support this viewpoint.

Create a PowerPoint presentation summarizing the lesson.

2. Process

Each student has a preferred learning style, and successful differentiation includes delivering the material to each style: visual, auditory and kinesthetic, and through words. This process-related method also addresses the fact that not all students require the same amount of support from the teacher, and students could choose to work in pairs, small groups, or individually. And while some students may benefit from one-on-one interaction with you or the classroom aide, others may be able to progress by themselves. Teachers can enhance student learning by offering support based on individual needs.

Examples of differentiating the process:

Provide textbooks for visual and word learners.

Allow auditory learners to listen to audio books.

Give kinesthetic learners the opportunity to complete an interactive assignment online.

3. Product

The product is what the student creates at the end of the lesson to demonstrate the mastery of the content. This can be in the form of tests, projects, reports, or other activities. You could assign students to complete activities that show mastery of an educational concept in a way the student prefers, based on learning style.

Examples of differentiating the end product:

Read and write learners write a book report.

Visual learners create a graphic organizer of the story.

Auditory learners give an oral report.

Kinesthetic learners build a diorama illustrating the story.

4. Learning environment

The conditions for optimal learning include both physical and psychological elements. A flexible classroom layout is key, incorporating various types of furniture and arrangements to support both individual and group work. Psychologically speaking, teachers should use classroom management techniques that support a safe and supportive learning environment.

Examples of differentiating the environment:

Break some students into reading groups to discuss the assignment.

Allow students to read individually if preferred.

Create quiet spaces where there are no distractions.

Pros and cons of differentiated instruction

The benefits of differentiation in the classroom are often accompanied by the drawback of an ever-increasing workload. Here are a few factors to keep in mind:

Pros

Research shows differentiated instruction is effective for high-ability students as well as students with mild to severe disabilities.

When students are given more options on how they can learn material, they take on more responsibility for their own learning.

Students appear to be more engaged in learning, and there are reportedly fewer discipline problems in classrooms where teachers provide differentiated lessons.

Cons

Differentiated instruction requires more work during lesson planning, and many teachers struggle to find the extra time in their schedule.

The learning curve can be steep and some schools lack professional development resources.

Critics argue there isn't enough research to support the benefits of differentiated instruction outweighing the added prep time.

Differentiated instruction strategies

What differentiated instructional strategies can you use in your classroom? There are a set of methods that can be tailored and used across the different subjects. According to Kathy Perez (2019) and the Access Center those strategies are tiered assignments, choice boards, compacting, interest centers/groups, flexible grouping, and learning contracts. Tiered assignments are designed to teach the same skill but have the students create a different product to display their knowledge based on their comprehension skills. Choice boards allow students to choose what activity they would like to work on for a skill that the teacher chooses. On the board are usually options for the different learning styles; kinesthetic, visual, auditory, and tactile. Compacting allows the teacher to help students reach the next level in their learning when they have already mastered what is being taught to the class. To compact the teacher assesses the student's level of knowledge, creates a plan for what they need to learn, excuses them from studying what they already know, and creates free time for them to practice an accelerated skill.

Interest centers or groups are a way to provide autonomy in student learning. Flexible grouping allows the groups to be more fluid based on the activity or topic. Finally, learning contracts are made between a student and teacher, laying out the teacher's expectations for the necessary skills to be demonstrated and the assignments required components with the student putting down the methods they would like to use to complete the assignment. These contracts can allow students to use their preferred learning style, work at an ideal pace and encourages independence and planning skills. The following are strategies for some of the core subject based on these methods.

Differentiated instruction strategies for math

Provide students with a choice board. They could have the options to learn about probability by playing a game with a peer, watching a video, reading the textbook, or working out problems on a worksheet.

Teach mini lessons to individuals or groups of students who didn't grasp the concept you were teaching during the large group lesson. This also lends time for compacting activities for those who have mastered the subject.

Use manipulatives, especially with students that have more difficulty grasping a concept.

Have students that have already mastered the subject matter create notes for students that are still learning.

For students that have mastered the lesson being taught, require them to give in-depth, step-by-step explanation of their solution process, while not being rigid about the process with students who are still learning the basics of a concept if they arrive at the correct answer.

Differentiated instruction strategies for science

Emma McCrea (2019) suggests setting up "Help Stations," where peers assist each other. Those that have more knowledge of the subject will be able to teach those that are struggling as an extension activity and those that are struggling will receive.

Set up a "question and answer" session during which learners can ask the teacher or their peers questions, in order to fill in knowledge gaps before attempting the experiment.

Create a visual word wall. Use pictures and corresponding labels to help students remember terms.

Set up interest centers. When learning about dinosaurs you might have an "excavation" center, a reading center, a dinosaur art project that focuses on their anatomy, and a video center.

Provide content learning in various formats such as showing a video about dinosaurs, handing out a worksheet with pictures of dinosaurs and labels, and providing a fill-in-the-blank work sheet with interesting dinosaur facts.

Differentiated instruction strategies for ELL

ASCD (2012) writes that all teachers need to become language teachers so that the content they are teaching the classroom can be conveyed to the students whose first language is not English.

Start by providing the information in the language that the student speaks then pairing it with a limited amount of the corresponding vocabulary in English.

Although ELL need a limited amount of new vocabulary to memorize, they need to be exposed to as much of the English language as possible. This means that when teaching, the teacher needs to focus on verbs and adjectives related to the topic as well.

Group work is important. This way they are exposed to more of the language. They should, however, be grouped with other ELL if possible as well as given tasks within the group that are within their reach such as drawing or researching.

Differentiated instruction strategies for reading

Tiered assignments can be used in reading to allow the students to show what they have learned at a level that suites them. One student might create a visual story board while another student might write a book report.

Reading groups can pick a book based on interest or be assigned based on reading level

Erin Lynch (2020) suggest that teachers scaffold instruction by giving clear explicit explanations with visuals. Verbally and visually explain the topic. Use anchor charts, drawings, diagrams, and reference guides to foster a clearer understanding. If applicable, provide a video clip for students to watch.

Utilize flexible grouping. Students might be in one group for phonics based on their assessed level but choose to be in another group for reading because they are more interested in that book.

Differentiated instruction strategies for writing

Hold writing conferences with your students either individually or in small groups. Talk with them throughout the writing process starting with their topic and moving through grammar, composition, and editing.

Allow students to choose their writing topics. When the topic is of interest, they will likely put more effort into the assignment and therefore learn more.

Keep track of and assess student's writing progress continually throughout the year. You can do this using a journal or a checklist. This will allow you to give individualized instruction.

Hand out graphic organizers to help students outline their writing. Try fill-in-the-blank notes that guide the students through each step of the writing process for those who need additional assistance.

For primary grades give out lined paper instead of a journal. You can also give out differing amounts of lines based on ability level. For those who are excelling at writing give them more lines or pages to encourage them to write more. For those that are still in the beginning stages of writing, give them less lines so that they do not feel overwhelmed.

Differentiated instruction strategies for special education

Use a multi-sensory approach. Get all five senses involved in your lessons, including taste and smell!

Use flexible grouping to create partnerships and teach students how to work collaboratively on tasks. Create partnerships where the students are of equal ability, partnerships where once the student will be challenged by their partner and another time they will be pushing and challenging their partner.

Assistive technology is often an important component of differential instruction in special education. Provide the students that need them with screen readers, personal tablets for communication, and voice recognition software.

The article Differentiation & LR Information for SAS Teachers suggests teachers be flexible when giving assessments "Posters, models, performances, and drawings can show what they have learned in a way that reflects their personal strengths". You can test for knowledge using rubrics instead of multiple-choice questions, or even build a portfolio of student work. You could also have them answer questions orally.

Utilize explicit modeling. Whether its notetaking, problem solving in math, or making a sandwich in home living, special needs students often require a step-by-step guide to make connections.

References and resources

Books & Videos about differentiated instruction by Carol Ann Tomlinson and others

The Differentiated Classroom: Responding to the Needs of All Learners, 2nd Edition

Leading and Managing a Differentiated Classroom - Carol Ann Tomlinson and Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning - Carol Ann Tomlinson, Kay Brimijoin, and Lane Narvaez

Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids - Carol Ann Tomlinson and Jay McTighe

Differentiation in Practice Grades K-5: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 5-9: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Caroline Cunningham Eidson

Differentiation in Practice Grades 9-12: A Resource Guide for Differentiating Curriculum - Carol Ann Tomlinson and Cindy A. Strickland

Fulfilling the Promise of the Differentiated Classroom: Strategies and Tools for Responsive Teaching - Carol Ann Tomlinson

Leadership for Differentiating Schools and Classrooms - Carol Ann Tomlinson and Susan Demirsky Allan

How to Differentiate Instruction in Academically Diverse Classrooms, 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom by Carol Ann Tomlinson and Tonya R. Moon

How To Differentiate Instruction In Mixed Ability Classrooms 2nd Edition - Carol Ann Tomlinson

How to Differentiate Instruction in Academically Diverse Classrooms 3rd Edition by Carol Ann Tomlinson

Assessment and Student Success in a Differentiated Classroom Paperback - Carol Ann Tomlinson, Tonya R. Moon

Leading and Managing a Differentiated Classroom (Professional Development) 1st Edition - Carol Ann Tomlinson, Marcia B. Imbeau

The Differentiated School: Making Revolutionary Changes in Teaching and Learning 1st Edition by Carol Ann Tomlinson, Kay Brimijoin, Lane Narvaez

Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom - David A. Sousa, Carol Ann Tomlinson

Leading for Differentiation: Growing Teachers Who Grow Kids - Carol Ann Tomlinson, Michael Murphy

An Educator's Guide to Differentiating Instruction. 10th Edition - Carol Ann Tomlinson, James M. Cooper

A Differentiated Approach to the Common Core: How do I help a broad range of learners succeed with a challenging curriculum? - Carol Ann Tomlinson, Marcia B. Imbeau

Managing a Differentiated Classroom: A Practical Guide - Carol Tomlinson, Marcia Imbeau

Differentiating Instruction for Mixed-Ability Classrooms: An ASCD Professional Inquiry Kit Pck Edition - Carol Ann Tomlinson

Using Differentiated Classroom Assessment to Enhance Student Learning (Student Assessment for Educators) 1st Edition - Tonya R. Moon, Catherine M. Brighton, Carol A. Tomlinson

The Differentiated Classroom: Responding to the Needs of All Learners 1st Edition - Carol Ann Tomlinson

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Differentiated Instruction: Examples & Classroom Strategies | Resilient Educator

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Differentiated instruction benefits a wide range of students, from those with learning disabilities to those who are considered high ability. Read about classroom tips and strategies for implementation.

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Language-Five ways that language educators can promote student agency

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Language-Five ways that language educators can promote student agency

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A recent paper from Oxford University Press (OUP) identifies a "central challenge" for ELT and ESL educators. It is vital, the report outlines, that educators "create and implement effective practices to support students in becoming lifelong learners who believe that they can learn another language and are able to assume responsibility for their learning."

The report concludes that the best response to this challenge is to encourage teachers (and all stakeholders in the student's education) to support student agency. This concept is defined as "the feeling of ownership and sense of control that students have over their learning." This blog post outlines five practical ways educators can support students to build such agency when designing language lessons for online and offline delivery.

What is "student agency"?

In addition to the above definition, students who have agency believe that they are in control of their learning and feel able to learn and improve. Students act as active participants in their learning and are fully engaged in both the design of their learning experience and the achievement of their learning objectives. As such, Cooper (2017) outlines, learners have "choice and voice in their educational experiences as they progress through competencies."

The Oxford University Press report argues that student agency can be best developed through meaningful interactions. These, they suggest, arise when educators realise that

"learning is more effective... when teaching practices support learners as active agents in their learning."

Why is student agency important?

The development of student agency is not only a powerful tool for learners' ongoing academic projects, but it is also vital for supporting their future lives. OUP's research suggests that learners with agency are able to learn from their mistakes, are resilient, and can more easily adapt and persevere. This makes them more likely to achieve language learning success and to be better prepared to handle the challenges of a volatile and uncertain global environment.

How can educators support the development of student agency?

In her 2020 paper, 'Principles for Developing Learner Agency in Language Learning in a New Eduscape with COVID-19' Dr. Guofang Li, Professor at The University of British Columbia articulates five ways in which language teachers can build student agency. In fact, her paper states the case for a completely different way of looking at language teaching to prioritise the development of learner engagement and identity.
1. Focus on teaching language literacy
At the heart of Li's paper is a clear move from seeing a target language as a list of grammar and vocabulary to master to seeing language learning as a way to build literacy in L2. This builds on ACTFL's definition of language literacy as the "purposeful use of language skills (such as reading, writing, listening, speaking, and viewing) for purposeful communication."

As such, Li argues, teachers should not teach the language through drills and prescriptive exercises, but should prioritise integrated activities which incorporate one or more of these skills and which are focused on achieving a clear "communicative purpose." Importantly she recommends providing "age-appropriate texts and tasks that engage learners in reading, writing...and higher-order thinking." Clear differentiation for students of different abilities is also deemed essential to maintain learners' engagement and motivation.
2. Ensure that lessons are culturally relevant to students
It can be a challenge for teachers to ensure that they are correctly teaching the target culture as part of teaching the language. As Li points out, it is particularly important to ensure that this isn't based on international norms or stereotypes or that lessons/resources are simply delivered without any critical consideration.

As such, teachers should make the most of the "local languages and cultures" that they find even within their own classrooms and student groups. Li makes it clear that these can provide "rich cultural, linguistic, and cognitive resources" for teachers to create powerful and relevant lessons, whatever the students' target language.

Of course, making the most of the breadth of global film, music, and literature that's widely available online is an easy way for students to fully immerse themselves in the culture of their target language.
3. Promote language interaction rather than language input
For students to develop language fluency, it's vital that they are given as many opportunities as possible to practice their skills. It's vital that teachers, therefore, prioritise student output rather than their own input.

Li's paper details that teachers should allow the "development of fluency alongside the emphasis on accuracy in language learning". She highlights how teachers should identify and maximise opportunities for authentic communication. These should include paired or small group discussions, presentations, debates, interviews, and other collaborative activities.

The use of appropriate digital technologies, such as Sanako Connect, can be powerfully deployed to increase students' interaction and language output both on and offline. International research clearly demonstrates how such digital learning tools can maximise student engagement and boost interaction in the target language, both between students and teachers and between students themselves.
4. See students as producers of language
Li's fourth principle aims to encourage educators to move away from the traditional model of language imitation towards one that encourages students to be more creative in their expression and use of their target language.

Rather than frequently repeating and imitating model texts, Li proposes that such texts should instead be seen as a starting point for collaboration and creativity, inspired by the learner themselves. In so doing, students are better able to find their voice in all forms of their target language and better able to express their ideas and opinions.
5. Conduct engaging assessments
Finally, Li argues, learning assessments also need to be more engaging for students. They should specifically seek to build on the above elements by prioritising students' individual needs and strengths to offer students "options, personalization, and choice." This process, Li reiterates, is most effective when educators write learning outcome statements for and with their students, thereby ensuring that students understand the expectations and are motivated to exceed them.

The recommendation is also made that teachers should offer students a variety of different ways to demonstrate their knowledge and understanding. Educators should seek to unleash students' creativity through illustrations, posters, presentations, speeches, songs, even TikToks! Whatever it takes to encourage students to engage and demonstrate their fluency and progress.

If you'd like to find out more about how Sanako's language teaching products could help your educators and wider institution to build and develop student agency, please contact us now to arrange your FREE demo!

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Five ways that language educators can promote student agency - Sanako

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A recent paper from Oxford University Press (OUP) identifies a "central challenge" for ELT and ESL educators. It is vital, the report outlines, that educators "create and implement effective practices to support students in becoming lifelong learners who believe that they can learn another language and are able to assume responsibility for their learning."

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In January 2018, the elementary teachers in our district's two PYP schools set out to explore the enhanced PYP content that make up the document "PYP: From principles into practice." Many thanks to PE teacher and guest blogger, Jen Friedges, for authoring this post on learner agency.

What I learned from this project is that I already do a lot of this that I don't give myself credit for but it was a good reminder to make sure that I can continue to do this.

Have a respectful welcoming culture.

Kids know it is okay to fail, better to try and fail then never try at all!

I establish routines and all classes K - 5 know and can demonstrate them whether I am present or not.

I do let students make some of the decisions but need to get more comfortable with going farther with this.

Continue to let them know expectations and why we are doing what we are doing.

I also learned I am not very creative or patient and that I should've done a presentation instead of a mind map.

How I plan on adding more agency into Physical Education.

Empower students to select environment they learn in as P.E. is performance based by letting students decide in some sport related units if they want to be at the recreational level or competitive and tailor their experience to what fits them best.

Consider make some changes to the units that are taught that encompass state standards as well as students interests.

Be mindful of students comfort level when "performing" in Phy. Ed. particularly in sports (volleyball, basketball, hockey, soccer and football) as well as the dance unit which is scary for most including myself as it is WAY out of my comfort zone.

Resources:

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In January 2018, the elementary teachers in our district's two PYP schools set out to explore the enhanced PYP content that make up the document "PYP: From principles into practice." Many thanks to PE teacher and guest blogger, Jen Friedges, for authoring this post on learner agency.