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How to motivate students who lack self-efficacy.

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Student choice in learning and buy-in.

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My lack of experience in fostering self-efficacy and supporting agency in learners.

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Colleen How to set up and manage varied learning spaces in a therapy space

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Colleen How to set up and manage varied learning spaces in a therapy space

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The strategies to support agency. Making sure to use all the concepts.

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Offering students the opportunity to meet their goals through exploring topics of their choosing

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I feel like this is already a very foundational aspect of my classroom. I am always working toward student independence.

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Post Covid! (hopefully) Have students set up and arrange their learning spaces that make
them feel safe physically and where they can access learning materials, make choices and take risks.

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Students will integrate and utilize technology as learning tools that I will not be able to keep up with the learning curve

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Students take responsibility for their own learning. Teacher sets up the environment that allows them to do so.

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Thinking about the time it takes to have kids set their own learning goals.

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Try in small steps, observe more experienced IB teachers

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Ways to teach this to our youngest learners?

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What are some ways I can model self efficacy of my own?

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I can see this working very well for some students!

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How to get students to understand what opinions are and how to voice them?

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In order to approach a philosophy of agency, it has to be across school... All of us buying in. Can this happen?

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Start with something manageable. Maybe each team sets their own goals for this?

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Students taking ownership over the shared routine classroom procedures.

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Students taking ownership over the shared routine classroom procedures.

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Who is doing this work well that we might be able to see examples of in the building?

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Encourage and let students know you believe in them.

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How to teach my students who  do not have a strong voice.  How to teach them to have an option.

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How to teach my students who  do not have a strong voice.  How to teach them to have an option.

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Students won't be able to generalize these skills on real world settings based on preconceived ideas about students with disabilities.

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The management piece and the timing of it.

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The management piece and the timing of it.

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Seeing it in practice in other classrooms.

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Seeing it in practice in other classrooms.

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Katie: Exact same as Rachael!  Not knowing the best ways support agency in our students.

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Katie: Exact same as Rachael!  Not knowing the best ways support agency in our students.

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Katie: Have opportunities to see other teacher across grade levels. 

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Katie: Have opportunities to see other teacher across grade levels. 