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After each fitness test and Skills test the students do a reflection of how they performed. In this way, they are also able to assess their own performance and set goal if there is a need to improve on their performance.

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Allowing students the opportunity of selecting different media / means of displaying their summative task

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Areas to celebrate and showcase; students acted independently based on their interests (3) and independently applied feedback to improve their

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Table 62
Give the students opportunities to show and tell and draw and tell to create and design their work.

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Voice and choice with partnerships, materials, tools, seating, etc

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Students create their own problems and then solve.

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Organise more class group activities based on student needs to promote student-centered learning. the learning process should have an impact on the student overall growth.

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Seniors choose essay prompts that will best highlight their level of writing, talents, abilities and skills, background etc.

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Students contribute their works  through exhibition. more option to choose from.

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1. Students show their confidence in all their tasks be it right or wrong.

2. Students learn from their mistakes

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Students have advanced ownership to learn and show their understanding in many ways of their choice

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Allow students to learn through discovery

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Get to know the kids, allow them to think for themselves and remind them that anything is possible. Make sure they know that they belong there, and that they matter. Allow them and encourage them to explore and to find true meaning in whatever they are learning. Allow them to make mistakes, give them security to grow, and approach imperfections with compassion and enthusiasm (it's what makes them unique).

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Give students open ended CREATIVE tasks...

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Give students open ended CREATIVE tasks...

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ie. Allow students to come up with genuinely CREATIVE solutions - ie. plays, presentations (offer approach ideas, but let them choose any or none of those and create from that).

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Students choose which universities to apply to and which deadline to meet: regulars vs. early action vs. early decision

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How to balance between the learner agency and the learning process
Students still need to learn something new as they show their agency..........................

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Let's think - is the purpose of doing the activities for them to complete the assignment or particular worksheet, or what learning the students have discovered and chosen to take away from it?

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Table 30                             Learners exhibit perseverance 

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Table 30                             Learners exhibit perseverance 

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Gaining an understanding that making mistakes is part of the learning process.
First Attempt In Learning!

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Give students the choice of what type of summative they want to complete ie, a project, presentation, group or individual etc.

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Managing Learner Agency by balancing high expectations with student led learning. Furthermore, giving students the choice of where to sit, homework tasks, what to improve upon, etc.

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Allowing students to create , design and lead lesson.

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Allowing students to create , design and lead lesson.

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Students should be allowed to questioned everything.

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Cultivating self learning environment. Creating Opportunities beyond classrooms.

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Student led education. Students are given the opportunity to lead. They go beyond, think out of the box. They become compassionate learners, linking learning to real life situations.

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We need to focus less on prescribed instruction of a PE skill and more on letting students try things for themselves.

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Using green screen or other apps to create v

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Enhanced student ownership of learning.
Will pave the way to greater student-centered learning.

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my iPGP could easily be a process of using learning walks to improve my teaching and of course student learning

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my iPGP could easily be a process of using learning walks to improve my teaching and of course student learning

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Model perseverance
Use seasaw  for audience beyond the classroom
Communicate ideas through mind maps

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Contribute to an audience beyond the classroom

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Contribute to an audience beyond the classroom

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Give students choices of learning tasks and groups to fit their learning needs

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Students show their creative work through art portfolios which includes their models, visualizations. Students pick the ideas and execute it on their own.

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Students leading their education by giving them responsibilities.

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Allow students to choose if they want to meet in groups or individually when  meeting about graduation requirements.

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Allowing students time to work on something they have a passion for 

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Allowing students time to work on something they have a passion for 

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Allow for time each class or week for a passion project

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Book clubs - kids choose books/type of and # of reading responses / reading pace / discussions are self run - length of discussions vary - final show of learning is up to them / groups can change books / individual students can change books

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By creating a short and spontaneous conversation students can exhibit what they feel and want to communicate

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Talk specifically about student responsibility and empower students to take responsibility for their own actions. Getting across the idea that actions have consequences, so they should take wise action. Giving students the information they actually need to take action.

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Allow students to talk in student speak to questions.

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Allowing students to choose the best path for their learning.

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Students are encouraged to organize the class through grouping, supporting each other and choosing the direction of discussion of a specific topic.

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Allowing students to have Voice and choice

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There are many choices made by teaches for students that they could make on their own

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There are many choices made by teaches for students that they could make on their own

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Allow students to create and design

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Once a student discovered a solution, then they identify themselves to the others and proceed to "turn key" their learn. One teaches another and then that other teaches another.

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*Choice of selecting the right fit books to read during independent reading.
*Choice of strategy/model to use in solving math problems.
*Choice of story/topic to write in each unit of reading/writing.
*Choice of choosing their goal in reading and writing.

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Differentiation = Learner Agency

By utilizing the "look for" indicators, we give students choice and allow room for more robust learning activities.  Students can then start to learn to value learning over grades.

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Table 5: Apply the learning; make it relevant and real for students

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Table 5: Apply the learning; make it relevant and real for students

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Learners feel empowered to make their own choices and express their own ideas  within groups confidently

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Learners feel empowered to make their own choices and express their own ideas  within groups confidently

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Don't be afraid to stand back and let learning happen.  Teachers play a vital role in asking students "WHY?"

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Allow students to be innovative by not being critical of their attempts -  important to create an environment of  mutual trust which allows for making mistakes and look for improved solutions

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Allowing students to TRULY have choice in their learning, not always a controlled choice, even if their choice means it could lead to failure. When a student is owning their decisions of books they read, topics they write, where they sit, if to apologize or not, how to publish a project...they feel like they belong in their own learning.

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Allowing students to choose groups sometimes; allowing students to provide feedback on whether they want to form their own groups or if they prefer the teacher to assign groups.

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Writer's Workshop ticks the boxes!!!

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Through the use of Seesaw students can extend their learning beyond the classroom walls.

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Give students the opportunity to research the topic before discussing it in class.

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Practicing voice and choice in seating - it works!

Brand a strategy by using student names - adding value that is unique to them.

Students manage own time to complete a variety of tasks through the week.

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Learner agency can be achieved in small and large ways. 

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Learner agency can be achieved in small and large ways. 

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Allow students to choose how to show they have learned

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Allow students to choose how to show they have learned

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Asking students to come up with suggestions on how they would like to approach the topic. Topic is given by the teacher.

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would love to see walkers come visit who do NOT teach what I teach, nor to the same grade level

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would love to see walkers come visit who do NOT teach what I teach, nor to the same grade level

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Engage students in local/global challenges

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Engage students in local/global challenges

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Gradual release of responsibility
I do
We do
You do