LEARNER AGENCY
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Learner Agency
Is the intention for students to become actively engaged in their learning processes who can make choices on what they are learning should look like. Executive functioning skills support learner agency and provides students with the necessary tools for students to take charge of their choices in learning. Giving choices and voices to students are methods that can be used to increase learner agency within classrooms. This is supported by Defining Learner Agency (Bray, 2017), which states educators should nurture, coach, and build in learners more capacity to initiate, manage, and maintain their own learning. Students can use their voice to make choices about what their learning should look like.
Teachers can provide student with a variety of learning options that allow students to take authority of their learning styles/experiences. According to McClaskey, when you move to learner-centered environments, learners take more responsibility for their learning and the choices they make (McClaskey, 2016). The goal is for students advocate for themselves and facilitate with their teacher how they want their learning process to look. Students are responsible for their learning process and teachers are responsible for the facilitation of the learning. Bray mentions for choice to start turning over the learning, so student learn best by being the ones working harder than the teachers (Bray, 2018).
Teachers can provide student with a variety of learning options that allow students to take authority of their learning styles/experiences. According to McClaskey, when you move to learner-centered environments, learners take more responsibility for their learning and the choices they make (McClaskey, 2016). The goal is for students advocate for themselves and facilitate with their teacher how they want their learning process to look. Students are responsible for their learning process and teachers are responsible for the facilitation of the learning. Bray mentions for choice to start turning over the learning, so student learn best by being the ones working harder than the teachers (Bray, 2018).
Research-Based Strategies
Student Led ConferencesStudent-led conferences are designed for students to lead and facilitate learning progress with all stakeholders involved in a student’s learning. Students are responsible and lead the conference. Student-led conferences are designed to support student reflection, learning opportunities, and more. Students need opportunities to self-reflect.
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Choice BoardsChoice Boards support personalized learning by providing learning activities and resources based on content being delivered. Choice boards appeal to students because they have a variety of opportunities to learn the content being taught. Students can also use voice and choice when provided a choice board that individualizes student learning. Choice Boards support learner agency because it provides a variety of learning activities that allows to be more than a participant in their learning.
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Inquiry Based LabsScience class is intended to inspire inquiry and questioning among students. Science class is known for lab experiments in class that promote kinesthetic learning approaches. Inquiry Labs support learner agency because students can make choices Inquiry labs are designed to encourage students to cultivate questioning and inquiry of scientific phenomena. Inquiry Labs provide a personalized instructional framework for students that have open-ended questioning and variety of ways for students to demonstrate their understanding of content. Students can explore the periodic table and how to read and classify elements on the periodic table.
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Environmental Changes
Flexible GroupingFlexible grouping is a differentiated method used to give students an opportunity to work with heterogeneous and homogenous group make ups. Flexible grouping is beneficial when teachers implement stations rotations in their classroom students can work with students who may have certain strengths or interest that may support their learning process. Morin states a key component is that while all students are working towards are working toward the same learning goal, the work addresses students’ varying learning needs (n.d). This supports learner agency because students can use their voice and choice when grouping with fellow peers.
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Flexible TimeTeaching middle school requires being flexible with the time and the learning process that middle schoolers need to understand new knowledges. Allowing students to learn at a time that best fits them. By providing blended learning opportunities, students are provided flexible time to engage in learning opportunities.
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Implementation: Student Choice Projects
Learner agency encourages students to use voice and choice when determining what their learning will look like. There a variety of ways teachers can support student voice and choice. The implementation that I use often are student choice assignments for students to complete. This assignment allows for flexible grouping and flexible time based on student interest and needs. Student Choice assignments are usually culminating activities where students show their understanding of content.
Resources
Bray, B (2017, November 8). Defining Learner Agency. Rethinking Learning. Retrieved from https://barbarabray.net/2017/11/08/defining-learner-agency/
Bray, B. (2018) Opportunities for Choice: The learning Path to Advocacy and Innovation. Rethinking Learning. Retrieved from https://barbarabray.net/2018/05/08/continuum-of-choice-choosing-the-learning-path-to-find-passion-and-purpose/
McClaskey, K. (2016, March 17). Developing the Expert Learner through the Stages of Personalized Learning [PDF]. Amherst: Personalize Learning, LLC.
Morin, A . (n.d). Flexible Grouping: What you need to know. Understood.org. Retrieved from What Is Flexible Grouping? | Understood - For learning and thinking differences
Bray, B. (2018) Opportunities for Choice: The learning Path to Advocacy and Innovation. Rethinking Learning. Retrieved from https://barbarabray.net/2018/05/08/continuum-of-choice-choosing-the-learning-path-to-find-passion-and-purpose/
McClaskey, K. (2016, March 17). Developing the Expert Learner through the Stages of Personalized Learning [PDF]. Amherst: Personalize Learning, LLC.
Morin, A . (n.d). Flexible Grouping: What you need to know. Understood.org. Retrieved from What Is Flexible Grouping? | Understood - For learning and thinking differences