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Creating the "pyramid of independence" would be a good first step.  It would train the students to use the resources around them first before coming to the teacher.   This would help to manage the environment.
I also like the gameboard on the wall. This would help students to pace themselves. It would be nice if this could flow with standards across grade levels. This could help students in the RTI process

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Based on my classroom observations, most students commit and connect to the learning.  I would like to encourage teachers to push students to flow more in their classes.

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Our school overall is somewhere between connect and commit. With personalized learning, we are continuing our climb to flow.

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Students really need assistance in each of the Rs. Although as educators we may think they know how to reflect and research, often times, they don't know exactly what to reflect on, and once they do reflect, they don't know what to do with their thoughts or how to problem solve. If we can continually teach these skills, they will be able to be better self-advocates.

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My Ss are somewhere between commit and connect, beginning to move from extrinsic to intrinsic. They can be resistant to taking charge.

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What level of engagement (compliant, commit, connect or flow) do your students exhibit in your classroom. How and Why?

I think the majority of my students are in the process of moving from commit to connect. As we get deeper in to PBL and personalized learning I see more of my students moving toward a connect level of engagement. However I do see some of my students stuck in the compliant level of engagement. Some students seem disengaged and unmotivated to learn, and I struggle on how to build student agency for this small group of students.

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my students and their engagement to learning is how much they are committed to showing ownership in their learning and work. for some of my students they are enthusiastic and dive right in and for some it may depend on the subject/topic and how much time they may want to put into it.

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What level of engagement (compliant, commit, connect or flow) do your students exhibit in your classroom. How and Why?

I think my students are in between commit and connect, and it depends on the day and the learning target/activity. They often work together and have a lot of choice in their learning. Towards the end
of the year, I try to help move my students toward flow, and I think this happens best when they are invested and interested in what they are learning.

How can you ensure that student agency is not “given or taken” in your classroom or school?
This is interesting because I wanted to say earlier that I give my students agency, but when I typed it, it didn't sound right. If I am "giving" my students agency, then that isn't truly agency. I like how the article points out that students must be a collaborator and feel like a partner, instead of like a receiver of knowledge. I do try to form these relationships in my classroom. Sometimes my students are uncomfortable with this, but as the year goes on, they become more comfortable with taking ownership of their learning.

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I think that my students' level of engagements dips in and out of various levels depending on what we are working on; however, I've made a conscious effort to allow my students a lot of choice and autonomy in research projects last school year, and many vocalized how much they enjoyed being able to decide what they would learn and (sometimes) how they expressed it (i.e.: podcast project, Multigenre project).

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I enjoyed this article and it made a lot of sense. As far as implementing the 3 R's into my classroom, I am still pondering. I teach special education, so this model makes A LOT more sense for my students, but I need to come up with ideas that marry real life experience and the standards I am required to teach.

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The students wavier between compliant and commit.  I think the adults have to have a mind-shift before the students will follow suit.
The rubric could be super helpful to the teachers as a way to monitor the opportunities that students are given to grow on the continuum .

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The level of engagement seen most often is students are emerging from compliant to showing more signs of commit. They enjoyed collaborating and discussing their discoveries on topic more as the year progressed.

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What level of engagement (compliant, commit, connect or flow) do your students exhibit in your classroom. How and Why?

The students usually come to me on compliant in general. I personally believe that learning is a process that is personal and no learning will take place without the wiliness to be open to new information. A personal goal of mine is to have all students in the "flowing" stage as soon as possible within the school year!

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Impressive. Students in our school are getting a better idea of what their strengths and weaknesses are. They are using personal data binders to keep track of their progress. I think it would be good to allow them more choices in how they learn material. Progress is being made.

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Wish I had done this in high school.

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Summit's plan to help students understand where they are in their learning helps them create a plan, identify resources, and learn at their own pace. On Friday's they show what they know with an assessment and they reflect on their performance. They have a rubric to guide students based upon the amount of support that they need.

USCD's self directed learning rubric is a great resource for students to self evaluate their progress on seeking challenges, persisting when faced with difficulties, applying a variety of strategies, seeking help and responding to setbacks.

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This rubric allows teachers to give students a guideline to follow and empowers students to reach above the norm. It gives students the minimal requirements and the above requirements to succeed. This puts the student's outcome in the hands of the students.

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The 3Rs of Learning:  Reflection, Research & Resolving discusses how our learners are passive and that research does not go beyond writing a paper on a given topic.  If educators incorporate the 3Rs students will become empowered and productive thinkers.  Students complete tasks and aren't equipped with problem solving,  taking next steps or going the extra mile in their learning.  If we teach students the 3Rs,   students will be better prepared for college and the workforce.  Great article.

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This rubric is incredible! It really outlines how learners are behaving in each category/element. It's often easy to say what a learner 'should' be doing, but this shows them and provides measurable and achievable expectations. It might also be a helpful tool for parents to see how their child behaves in various academic settings when he/she meets a challenge or becomes frustrated.

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Encourages students to take responsibility for their own learning.  Students are empowered and the teacher is genuinely the facilitator and the classroom is student-centered.

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The article about "agency" demonstrates that it is both a give and take approach to learning. The article explained that students and teachers are both collaborators in the learning and that all aspects of the learning are embraced by everyone involved. The author explained that in an "agency" environment that the student and teacher are collaboratively working to continue the learning.

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Melissa J: I love the fact that the summit plan was able to determine what their deficits are.We all learn at different paces, and exposing the deficits help with students getting on the path to educational success. The challenge might be that students may get discouraged in knowing that they are "behind" and that knowledge might cause frustration.

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Melissa J: I love the fact that the summit plan was able to determine what their deficits are.We all learn at different paces, and exposing the deficits help with students getting on the path to educational success. The challenge might be that students may get discouraged in knowing that they are "behind" and that knowledge might cause frustration.

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Probably mostly at the commit level - mostly because I hold the group to a defined pace for the most part ... hard to imagine the idea of "flow" with 35 in a class

Would argue vast majority of our students at the instrumental / social level of motivation - want to get into a "good" college / high GPA / rank, etc. ... comparing test scores across peer groups, etc.

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Last year, I found that I teetered between all levels of the continuum. On days when behaviors were at a high it was compliant-commit and on days when behaviors were more at bay it was connect-flow.  I didn't experience as much flow as I wanted to last year.

I do a lot these tools, but with fidelity will be the adaptation for next year.  I will implement the student-led conferences.  Allow for more accountability.

Strengths of the Summit Plan: Student accountability, involved and engaged students, assist in identifying student struggles.
Potential struggles:  Scheduling. Flexibility and adaptability of teacher.  Lack of student confidence.

Bigfoot: Definitely the Pyramid of Independence... at first glance, seems like a more purposeful way of Ask 3 then me.