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If we have a student who holds a lot of self doubt and calls for a lot of guidance, how can we help them blossom and take control of their learning to show agency? How can we "let go" of our uncomfortable students without making them feel like we are throwing them in the water? In other words, how can we find that balance of guidance, but pushing for independence & agency?

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What excites me most about implementing agency in my classroom is actually learning from the students. Many times, students come up with the most incredible ideas that I, as an adult, would have never thought of. Children have the most creative and flexible minds, it allows me to rekindle that creativity. I love and look forward to seeing student work and their ideas as it is something new and refreshing each day, and each year with a new set of students. It also helps me enhance my teaching, by understanding how students can better absorb information. I can constantly adjusting my teaching style to fit their needs when I observe their examples of agency. To me, agency is the most exciting, and beautiful part about teaching at an IB school.

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How do we give agency to students that have always had their opinions and thoughts suppressed and dismissed thus constantly think that what they have to say or do is not good enough. These students do not seem comfortable to take initiative and come with a lot of negative self talk.

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As a teacher, I am keen to explore how I can create a classroom environment that fosters student agency and encourages risk-taking in learning. I want to know what specific strategies I can implement to empower my students to take ownership of their educational journey while balancing the need for guidance and structure with opportunities for choice and autonomy. Additionally, I'm interested in effective ways to involve students in setting their own learning goals and how I can support diverse learners in developing their agency. Finally, I seek tools and resources that will help me assess and reflect on student agency effectively to enhance their learning experience.

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I would love to have more visual examples of teaching subjects according to standards while allowing for student agency. A lot of the times, balancing allowing agency with all the standards we have to teach can be overwhelming. Time is limited. Visual examples of teaching a math or reading lesson while allowing for student agency would be extremely helpful. For example, as a second grade teacher when teaching the 4 types of sentences, how can I allow for student agency? Would having them write their own sentences be enough? More real-life examples specifically teaching standardized lessons would be extremely helpful to have.

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I am a very firm believer of agency and student led teaching and have been implementing it in my class before ever being introduced to IB. Its exciting to see and learn that research is saying the same thing!

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I’m excited about implementing learner agency in my class because it lets students take charge of their own learning. I love seeing their enthusiasm when they choose what and how they want to learn. It also helps them stay more engaged and motivated. I look forward to seeing them work together, sharing ideas and supporting one another. Most importantly, I believe this approach will help them build important skills like critical thinking and problem-solving for the future.

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What worries me is again-- time. Time seems to be limited when you have so many things you have to teach. We have to teach according to state standards, while trying to implement provocation and time for students to build and show their agency. How can we do both effectively and in a timely manner?

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I would love to see more examples that include SPED classes and how agency looks like in those situations.

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I worry about the reactions I get from some parents that are used to traditional style teaching and their constant disagreements and comments like my child doesn't know what they want. They are not capable of making decisions.

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What are the most effective strategies and practices for fostering and implementing student agency within the IB PYP program, and how can I create a learning environment that empowers students to take ownership of their learning? Additionally, what methods can I use to assess the impact of these strategies on student engagement, motivation, and overall development?

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I am so excited about encouraging my students to become inquisitive, independent learners by emphasizing a transdisciplinary approach to education. One exciting aspect is the opportunity for students to engage in inquiry-based learning, where they explore real-world issues and develop solutions through hands-on projects. This approach not only deepens their understanding of subject matter but also fosters critical thinking and problem-solving skills. Additionally, the PYP's focus on global awareness and community involvement helps students make meaningful connections between their learning and the world around them.

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I want to see more examples from other teachers about how they use student agency in their classrooms. Learning about different strategies and activities that work well for balancing standards with student choice would be helpful. I’d like to see more collaboration and sharing of best practices, such as how teachers encourage students to take the lead or include their interests in lessons. Real-life stories and visual examples would be great for inspiring new ideas on how to implement agency effectively.

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As a teacher, I am concerned about how we give agency to students that always have their opinion and are taught, and how I can create a learning environment and empower all students to know exactly what I am talking about.

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I worry that implementing agency in the classroom will be challenging because balancing student choice with curriculum requirements can be difficult. Some students might struggle to stay focused without enough structure, while others may not participate as much. I also have concerns about effectively assessing student progress when they have so much freedom.

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I would like to know more about ways and examples in how we can give students agency in their environment and through their learning. As a teacher, I would like to explore possibilites through empowering agency in students.

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It was very clear in the reading that in order for our students to be successful in building their own agency in their learning they must believe in themselves. This is so important to me as an educator to instill in my students self confidence and the belief that they are capable of incredible things! It's important to me that my students feel as they are valued participants in our learning and not simply those receiving instruction. If they do not see themselves as important pieces of our classroom community then they will not have an excitement and drive for our learning goals.

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What methodologies can we offer or do more to foster the learners agency and how are we able to measure their growth as well?

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I’d like to understand better how teachers can individualize support for different types of learners in an agency-driven classroom. Specifically, how do they manage learners needing more guidance or structure while fostering independence?

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I'm particularly interested on how to create a classroom environment where all students feel safe to take risks and explore their learning. I want to know more about how to effectively support diverse learners and ensure that all students feel seen, heard, and empowered in their learning journey.

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I want to see more emphasis on integrating real-world problems and projects into the PYP curriculum to enhance student engagement and application of their learning. Additionally, greater focus on developing students' self-management skills and providing more opportunities for them to make choices and decisions about their learning could further support their agency and autonomy. Implementing these changes can help make the program more dynamic and responsive to students' interests and needs.

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I'm excited to implement different strategies that promote learner agency in my classroom. My goal is to create an environment where learners take ownership of their learning, enjoy all of our activities, projects, and presentations, and express their creativity in their own ways. By giving them the freedom to make choices and guide their learning experiences, I aim to foster a sense of independence and enjoyment to make sure that they feel engaged and inspired in every activity.

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How can we help our students who are having difficulty and those who are not comfortable taking the agency? What are the best strategies to make the class more engaging and foster a collaborative learning environment where students can collaborate, share ideas, and learn from one another, to meet diverse learning needs, allowing students to work at their own pace and level?

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The idea that learners take ownership of their learning is exciting. It means they are more engaged, motivated, and empowered, which can lead to deeper understanding and personal growth. I'm also excited about the partnership between teachers and learners, where the teacher becomes more of a guide, fostering a collaborative environment where everyone learns from each other.

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What excites me most is learning unique ways in how I can promote agency in students learning.

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One concern  I have with the learner's agency in the IB PYP is ensuring that students have the necessary skills and guidance to effectively manage their own learning. Without proper support, some students might struggle with self-direction, goal setting, and managing their inquiry projects. It’s important to provide structured support and scaffolding to help them develop these skills while maintaining their sense of ownership and independence.

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I’d like to learn more about how to guide students in managing this responsibility, especially for those who might struggle with making decisions or staying on track. I’m curious about how to introduce agency in small, manageable steps so it works for all students, no matter their level.

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I love the idea of students being excited about learning because they get to choose their own path. It’s really motivating to see students taking ownership, being independent, and diving deeper into things that interest them. That sense of empowerment is what makes teaching so rewarding.

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What excites me about learner agency is the opportunity to empower students to take charge of their own learning. It’s inspiring to see them make choices that reflect their interests and strengths, fostering a sense of ownership and motivation. When students are actively engaged and invested in their education, its not only enhances their understanding but also builds confidence and critical thinking skills. Watching them grow into independent learners who can navigate challenges and pursue their passions is truly rewarding.

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I think we should start small by giving students more choices in everyday activities, like choosing how they want to complete a task or what topics they want to explore. Also, setting up more collaborative goal-setting sessions with students could help build that sense of agency without overwhelming them.

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I would like to see practical examples of lower elementary classrooms and how educators effectively incorporate agency into their learning. I also would really like to see how they tie that into their lines of inquiry and the inquiry wall. I've heard/seen inquiry walls in my school from other teachers who have already been trained in IB PYP and would like to have a better understanding of that and how it's used in the classroom/incorporated in learning.

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It might be helpful to incorporate small steps toward agency for learners who aren’t used to this freedom, so they’re not overwhelmed. Also, it would be great to give parents insight into how learner agency works, so they can support their kids’ learning at home. Building more learner-teacher check-ins to make sure everyone’s on the same page could also help maintain focus.

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I’m a little worried about some students feeling overwhelmed by too many choices or not knowing how to manage their learning. Another concern is making sure all students, especially those who need more structure, feel supported while still giving them enough freedom to explore and take risks.

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I would love to see suggestions for agency strategies for connections teachers (langugae, PE, arts).

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I am interested to know about different strategies that I can use to implement learner's agency in my classroom. I realize that I sometimes apply learner's agency without being conscious about it, in terms of having them make decisions about 'how' they learn. However, I would like to know more about how I can practically apply it in terms of 'what' they learn whilst still covering the material and standards that need to be covered for the year. Also, how to use different tools to apply it in the classroom, like the Wonder wall or other tools/strategies.

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What worries me is parents/familes not being supportive or not understanding these strategies and why we are using them.

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I'm excited in the implementation of the learners agency because they were tasked to be in charged of their own learning wherein they do what they want under my provision of course.. I also love how they come up with different ideas and how they organize it in accordance to their own perspectives.

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What excites me the most is that the learners can express their creativity through their agency. It empowers students to take control of their learning journey.

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When I assign my students a project and they get excited about it and I see that they are enjoying it while learning from it.

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It’s a little concerning how teachers will be able to give students this kind of freedom while still keeping up with required lessons and meeting necessary curriculum standards.

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I am very excited about learner agency and how I am implementing it in my class, especially for art. I think it is really great that I am not only talking about art but also combining it with learner agency as well. And for all my students as well, it will take charge of their own learning, and I love seeing their enthusiasm when they choose what and how they want to learn.

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I can encourage choice and ownership by offering options for projects and allowing students to take the lead. Cultivating critical thinking through open-ended questions and real-world challenges helps students develop problem-solving skills. Collaboration and communication can be fostered through group projects and peer feedback. Promoting reflection and self-assessment encourages students to monitor their progress and identify areas for growth. Creating a supportive environment with active listening and positive feedback enhances student engagement and empowerment in their learning journey.

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I would like to see more examples of how to practically apply agency in the classroom.

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I would love to see more examples for learner agency, especially in art.

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I think we also need to provide learners some choices on how they want they activities to be done and allowing them to suggest as well what they want to explore to. and through goal setting and behavioral management we will be able to attain that success or that goal without overwhelming them.

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I would like to know more about how I can manage that fine line between the student who feels too much self-confident and believes that he/she knows everything and not shows interest in wanting to learn from or with others and the one who feels overshadowed because  is afraid to make a mistake in front of their classmates and because of that they do not assume responsibilities or risks in their learning process and prefers to be a quit student and wait for the teacher to tell how to do it.

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I would like to look into more real-life examples of how learners agency works in the classroom and how to assess it effectively. Also understanding effective assessment methods and common challenges faced when working and teaching leaner agency would be helpful.

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How do I balance the control of ensuring all students are successful with the skills and standards they should be mastering at certain points in the academic year with providing agency? How often should agency be incorporated when first beginning the IB PYP program? Is it okay to start small at first?

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As a teacher, I worry that not all students may be ready for the level of independence that requires. Some might struggle with decision-making or lack the necessary support at home, which could lead to frustration or disengagement. Additionally, I’m concerned about balancing structure and freedom; finding the right approach to guide students without overwhelming them can be challenging. Ensuring that all students feel equipped and confident to take ownership of their learning is crucial, and I want to make sure no one gets left behind.

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I worry about time - there's a lot of material that needs to be covered in the year and the process of giving students agency is time consuming. I also worry about how to balance student's interest of what they want to learn with the rest of the class and to still balance it with 'what' needs to be covered in the curriculum.

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I want to learn more about strategies for how teachers encourage learners to take ownership of their learning without relying on what their classmates are doing or simply following the crowd. I'm interested in understanding how to foster individual responsibility and self-motivation, helping students make their own choices and pursue personal growth.

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my big worries about time and my students feeling about too many choices and not knowing how to manage their learning.

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I'm worried about it because of the fact that learners were given various methods or choices, I'm afraid that they might become overwhelmed with these choices. And also problems regarding the learners interest or their choice with the requirements of each lesson or the activities.

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I would like to know more about what kind of strategies can I implement in my class in order to have an environment where my learners will feel safe and more confident in taking control of their learning. Also, I'm kind of interested in the different strategies to foster self-efficacy, Like how can we bring out that strong sense of self-efficacy in our learners that could bring out their stronger sense of agency in the learning community.

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We can teach students how to set achievable and meaningful learning goals. Encourage them to take ownership of their progress by setting short-term and long-term objectives.

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I’m concerned that promoting learner agency in the classroom might lead to chaos and misunderstandings regarding the goals of our activities. I want to ensure that while students take ownership of their learning, they still clearly understand the objectives and expectations.

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What excites me about implementing agency in my students' learning process, is that it allows to have a horizontal relationship between all parts of a student community (students-teachers) and, also, it let me to observe my student’s motivation towards their tasks or goals that they have proposed themselves.

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I would like to see practical examples of how lower elementary educators allow learners to create their own learning goals and assess their growth/learning. I want my students to have these opportunities but in teaching kindergarten I am wondering how much of this can be effectively released to students and how often.

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Some students may feel overwhelmed by too many choices or the responsibility of self-directed learning. They might need more support in developing self-management skills.

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I am very excited about giving students more control over their learning and seeing how this can boost their motivation. Creating more engaging and personalized learning experience for my students as we build an learner and classroom environment.

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I want to learn more about different strategies for implementing learner agency across different subjects. I’m interested in exploring how these methods can be tailored to enhance student engagement, autonomy, and responsibility for their own learning experiences.

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What excites me about implementing learner agency in my class is the idea of letting our learners take ownership of their learning, witnessing how they take charge of their learning because in that way I think our learners will develop skills like critical thinking skills. They will become more independent, motivated, and engaged in our class making them more confident when it comes to expressing and sharing their ideas.

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I would like to see more small manageable changes in the classroom so we can test out our learning agency strategies in the moment.

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Many times, as teachers we do not have enough time or training to teach our students in creative and challenging ways that allow them to use all their skills and challenge them to improve themselves. I would like to have more training on the implementation of agency in school and the creation of school’s projects that let us, as a colleagues, to investigate and do peer observation on this item, in order to create such as activities bank that permit us to work in the classrooms.

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I am worried about time and independence levels. There is also the concern about making sure that all student benefits since this can be a huge change for many.Finding the right mix of freedom and guidance for my students.

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I would like to learn how to approach the kids with special needs, what are the activities that are interested for them. Also, I teach all elementary grades and sometimes is hard to coordinate activities for the first and second grade students.

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Definitely, the time to develop and implement different types of activities that are challenging, interesting and differentiated to each kind of student do we have in the classroom.

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Paula Vergara

I excites me the most is to hear the kids talking to me in Spanish, interacting each other using the words they have learned in each session. most of the students are always participating in class.

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I would like to know more about how to work with those students who need extra support from their teacher. Strategies to help those students who struggle to work independently and seek constant adult approval to find their path to self-efficacy all the while working with the rest of the group.

I would also like to know more about specific ways or examples of how to include the learners in the assessment design and process in general.

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I would love to know how to make more impact in my students with only 30 minutes of class a week. specially with SPED and the lower grades of elementary. would be good to have more tools and activities for those groups specially.

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I'm exited about seeing my students evolve and how they demonstrate agency throughout the school year. What ideas and projects they come up with and learning from their perspectives.

In general, I'm very exited about learning more on how I, as a teacher, can properly facilitate classroom environments that encourage student agency, this is new to me but instantly resonated with my teaching ideals and I really look forward to seeing it in practice.

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I think we should create an environment that will foster independence and curiosity within our learners. Let's try to give our learners opportunities for their choices when it comes to creating their projects and activities. I would love to see more strategies also on how can we teachers encourage our learners to have the agency to collaborate and learn new things with the class.

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I get worry when I use a specific material for the class and the room teacher seems dissatisfied with the activity because it doesn't align with the level of the classroom. Also, its challenging to make progress covering the curriculum under these circumstances.

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I worry about including student agency in the assessment process. I come from a very traditional school where assessment was primarly summative and I feel like I need more training or examples on how it's done.

I worry about how to implement or guide student agency in a way that works for all my learner types and needs, both those who it comes naturally for and those students who still need a lot of teacher guidance and support.

I worry about implementing all of this in an effective way for my students, I don't want to let them down!

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I would like to know more about personalizing activities and group work with student who need a lot of support and guidance, or those who struggle to collaborate with others. I also wonder how it looks to have students create their own success criteria

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I loved the "Agency in a primary school context" resource attached to the reading and would like to see even more, tangible examples of student agency, perhaps some specific subject related activities.

Maybe there could be a chart of the more traditional approach to several teaching practices and how to transform those to a learner-centered classroom that favors student agency. This would help to get more concrete ideas on how it's done in the classroom.

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I love the idea that students are more inclined to share and take ownership of their learning when they are part of the design. This definitely gets students more engaged and excited to learn and share their learning in a way that suits them. It is amazing that positive class culture is created through agency and that learners ideas, perspectives, and needs are all valued and taken into account.

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I think a variety of examples are a really great way to inspire and get us to ask questions in order to understand what agency might look like in the classroom.

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I worry about how to support students who really need that extra guidance and haven't developed independence or ability to collaborate with others effectively. I wonder how much do I give and help but at the same time making sure I don't "do the work or thinking" for the students. Another worry is time. Ensuring that everyone has what they need and are given enough time to complete the various choices.

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I think, what worries me is how can we encourage our learners to try things on their own and how can we make sure that all of them have the skills and confidence to use their agency effectively without feeling lost because sometimes our learners need extra help when it comes to managing their learning while other learners might feel overwhelmed just by making their own decisions on their own.

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How can we explicitly teach students that they are responsible for their own learning and that they should feel feel empowered to question and explore the world around them? What would that look like in different grade levels? Some students are afraid of making mistakes or participating. How can we get them to develop a sense of agency?

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What excites me is that most of my students demonstrate learner agency in my classroom. While I do have some that need some confidence and support in getting there, most have taken charge of their learning and its amazing to see their motivation, engagement and understanding grow in all areas.

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I would suggest showing teachers what agency would look like in SPED, ELL classrooms. Possibly providing training for SPED/ELL teachers together to collaborate.

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What worries me is that my district requirements limit both me in my teaching and my students' ability to demostrate agency as much as they really should because sometimes the district curriculum and the IB don't always align.