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I used to think that student agency is about choice.

Now I think that there are more layers to agency - perception, skills and control

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Positive students who can peer support their classmates

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Students as peer supporters

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I used to think that student agency is about provinding the opportunities for students to make choices but now I think it encompasses both (growth) mindset and skillset changes.

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Using routines and setting expectations with the students. Equip students with the skills to be ready to be their own learning agent

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I used to think that student agency is about how our students behave/act in class, but I now I think it definitely encompasses a much broader aspect both in mindsets and skill sets.

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Students who are willing to try, set learning goals and work to close their learning gaps.

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Used to think it’s what u think what u are n did not consider the aspect of skills that will be required to complement the mindset

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Students who are open-minded, not afraid to make mistakes. They are willing to try.

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I hope that the students in my class can be more independent, learner-driven, actively trying to answer questions rather than merely waiting for others to answer and to have grit.

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Implicit messaging is important; we can know how to develop agency in our students and children but if we don’t believe it / allow for other reasons to take priority (eg exam results) then our implicit actions and words will dampen our efforts.

Important to engage parents.

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Students who take ownership of their learning with a growth mindset and perservance

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I used to think that student agency is just about changing a student's skillset but now I think that it is important to know/understand what we are working with before we can change something for the better.

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Students r capable of good decision- making n being independent.

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I used to think that student agency is about self-directedness and ownership

Now I know that there are mindset and skill set to demonstrate student agency

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Scaffolding the skillsets (“how to”) and role-modelling the mindsets

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Teacher role modelling and articulating of positive mindsets during learning in class.

Guide students to set achievable learning goals.

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Students who are able to thrive in VUCA world, with skills and dispositions necessary to navigate the unknown, while staying rooted to Singapore

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Teacher role-modeling. To watch the choices of the words we use, to help them in their journey to understanding themselves better.

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Incorporate authentic experiences in lessons

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Watch the choice of the words used. See each student for what they can be based on their current situation and not what they should be.

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Give students opportunities to learn to make informed choices; to manage dilemma and conflict; to be able to live with the complexities of life. White space during curriculum time to plan their learning pace and chart their learning journey.

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Teacher role modelling and articulating positive mindsets during learning in class.
Guide students to set achievable learning goals.

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Promote collaboration through multi -disciplinary activities/ projects

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I will try to role-model the mindsets and skill sets for learning and create that culture in the classroom.

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children need to learn skill sets and mindset explicitly. It shouldn’t be incidental not implicit. - Cynthia

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To give them a voice and take ownership in their learning

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Student Learning rather than Teachers teaching 

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Student Learning rather than Teachers teaching 

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Push the cognitive load to students to learn, getting them to set learning goals (maybe together at a start) and always ready to apply knowledge (rather than complete worksheet) and having to do their reflection.

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It gives students a sense of control and self-efficacy. They will be more motivated to do their best.

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First and foremost, take time to get to know and build rapport with students

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First and foremost, take time to get to know and build rapport with students

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Students with agency will be able to take control of their life in a purposeful and meaningful way, even after they leave the protective bubble of a schooling environment 

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Students with agency will be able to take control of their life in a purposeful and meaningful way, even after they leave the protective bubble of a schooling environment 

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Having a learner-centred classroom is important to me, where the students own their learning, set their learning goals, able to have the agency to make right choices for their learning styles - Jeanette

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Create and maintain a non-threatening environment where students are encouraged to ideate and share their views

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Create and maintain a non-threatening environment where students are encouraged to ideate and share their views

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It empowers students and allows them to experience success.

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It empowers students and allows them to experience success.

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Teachers’ readiness in terms of mindset and competency (ability to facilitate).

Time to complete what’s required in syllabus.

End of the day, assessment drives learning 😮‍💨

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Self-driven learners. Instead of teachers telling students what to do, these students are motivated to learn. Teacher as the more knowledgeable other, facilitating learning. 

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Self-driven learners. Instead of teachers telling students what to do, these students are motivated to learn. Teacher as the more knowledgeable other, facilitating learning. 

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Students are confident in giving a voice to class or school matters when trs are effective facilitators.

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Take the leap of faith with managed expectations 

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Take the leap of faith with managed expectations 

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Just try 1 small step.
Don’t be in a hurry.
Adopt a growth mindset.
Manage your expectation. (Don’t expect to see impact immediately)

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Students learning at their own pace, assessing their own learning (with tech), and then taking follow up action (e.g. find help from friends/teachers, googling for additional info on the concepts).

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Confidence level n competency in facilitation skills of trs. 

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Confidence level n competency in facilitation skills of trs. 

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Management / teachers Giving Away Control + Willingness to embrace failures 

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Management / teachers Giving Away Control + Willingness to embrace failures 

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We ourselves have to be willing to give away control, and to embrace failures / reduction in quality as students learns and grows

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Mental models of teachers and learners. Teachers to ‘let go’ and trust the students to explore and make mistakes. Students relying too much on the teachers to provide answers. 

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Mental models of teachers and learners. Teachers to ‘let go’ and trust the students to explore and make mistakes. Students relying too much on the teachers to provide answers. 

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Whole school approach to implement for more self-directed learning in our students such as they set goals for their social-emotional learning, teachers supporting them with strategies to work towards their goals. Each classroom is an encouraging classroom that supports students to thrive.

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A culture where students are engaged and where all students take full ownership of his or her own learning.

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A culture where students are engaged and where all students take full ownership of his or her own learning.

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It’s ok to make mistakes. We do not learn frm experience, we learn from reflecting on experience 😉

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It’s ok to make mistakes. We do not learn frm experience, we learn from reflecting on experience 😉

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Deepening student agency (e.g. in specific mindsets / skillsets / strategies)

Addressing mindsets / beliefs of educators in impacting students learning

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Mindset of Teachers - to let go and allow students choices in learning
Skillset of teachers - whether they have the confidence in facilitation of discussion,

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Time - Struggle to complete syllabus, finding time to plan and implement
Buy-in of the teachers

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Assessment modes and stakeholders’ expectations

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Assessment modes and stakeholders’ expectations

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Changing teachers mindset about student agency 

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Changing teachers mindset about student agency 

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Building rapport and establish the collaborative teacher -student relationship is key. Starting it right is important.

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Do not be ambitious and start small. Taking simple steps is better than none.

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Supporting student agency with formative assessment

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Supporting student agency with formative assessment

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I used to think that student agency is about providing choices for the students to work on their learning only. Now I think it involves a systematic framework to build on agency for our students. We will also need support for the larger environment - teachers, peers, parents.

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Be the spark to ignite and kickstart their learning, then let go and believe that they will soar. 

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Be the spark to ignite and kickstart their learning, then let go and believe that they will soar. 

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Students owning their learning, setting goals for their overall learning. They would be willing to try, becoming a more critical thinker.

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Teachers to role-model the positive mindsets and skillsets to our students.