​As I was reflecting on learner agency for specialist and supporting teachers, I came across an interesting document by Barbara Bray and Kathleen McClaskey.  I regularly follow the work of Barbara, because she has so many interesting ideas about learning, particularly regarding agency.  

In reading the post, I was suprised to find seven elements of agency, since most only refer to voice, choice, and ownership.  The broader range of elements really delves into what learners need in order to feel comfortable to show independent thinking and doing.  The seven elements are in alphabetical order: 

• choice
• engagement
• motivation
• ownership
• purpose
• self-efficacy
• voice

As you look at this list, which area(s) do you think is the easiest to implement in your practice?  Which one(s) will take the longest?  

Barbara and Kathleen created Crosswalk of the Elements of Learner Agency across the Stages of Personalized Learning Environments, which examines the seven elements of agency and how they support the development of a personalized learning environment.  It is a wonderful success criteria that helps teachers to examine where they are currently (teacher-driven, learner-centered, or learner-driven) and where they want to go next. 

Additionally, you can find resources about personalized learning on their website.  To access the website, scan the QR code. 

Something to consider as we enter in 2025. 

​When microaggressions have been normalized for so long, it can be difficult to identify them, especially for those in a more priviledged situation.  In this post, you will find two videos that hope to answer these two questions:

• What is a microaggression?
• How do I respond to microaggressions?  

A big part of evolving as a society is recognizing when a person is feeling uncertain and unsafe.  It's all of our jobs to face this head on, so we can move forward to a more just society. 

When I first read about the term microaggression, I didn't really have a context of what it might look like in my classroom, because of these types of definitions. 

Microaggressions: everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership.- Derald Wing Sue, Ph.D.
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As I read further in the article (in the QR code and linked to image) in this article, there were more practical examples of what a microaggression might look and feel like. 

• Failing to learn to pronounce or continuing to mispronounce the names of students after they have corrected you. 

 

• Assigning student tasks or roles that reinforce particular gender roles or don’t allow all students  flexibility across roles and responses. 

 

• Using the term “illegals” to reference undocumented students. 

 

• Denying the experiences of students by questioning the credibility and validity of their stories. 

 

• Setting low expectations for students from particular groups, neighborhoods, or feeder patterns.

 

• Calling on, engaging and validating one gender, class, or race of students while ignoring other students during class.

Looking at these examples on paper really makes a powerful statement.  How many of these microaggressions do we unknowingly use in our classrooms?  How can we be more sensitive to others?  

This is something that I am continuously working on.  It's not easy to be sure, expecially if you don't see the microaggression from your point of view. 

In the article by the Cult of Pedagogy (by QR code or linked in image), it defines validation quite simply.  

Validation is the act of recognizing and affirming the feelings or perspective of another person. It’s acknowledging that these thoughts and feelings are true for that person.

This isn't about who is wrong or right.  Our truth is different from everybody else, because of our life story.  We shouldn't feel that we must prove that we are right.  It should be accepted that it's true for us.  

The article shares three ways to validate someone.  I will give the abridge version, so you can read it on your own. 

Step 1: Reflect the Content
The most important thing to do is simply paraphrase the main thing the person is saying to you to make sure you understand. Doing this lets them know you’re listening, you are interested, and are not judgmental.

Step 2: Acknowledge the Emotion
The other person will really feel heard if you can label the emotion they are describing, or ask a question to clarify the emotion. 

Step 3: Communicate Acceptance
An important part of validation is letting the person know that you accept their feelings as they are. You may not feel the same way, and their feelings might create problems for you, but they are what they are.

For a more in-depth read, be sure to click on the image for the article link.  Quite an interesting read!

I found a video that presents some ideas that I had not considered and how it is tied to classroom management.  Just remember the acronym VABB. 
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Watch this video below to find out what VABB is and how to implement it in your classroom. 

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​I came across an article from Edutopia that spoke about simple ways to cultivate agency in our teaching practice.  My favorite is embrace the quiet moments.
As teachers, we often feel the pressure to get through content and the pacing schedule.  This article reminded me that these approaches actually block learner agency from occurring.

Instead, take a breath and ask yourself, "What is the purpose of what I am teaching?  How can I craft learning that will be agentic, while reaching those objectives? 

Teach Slow as recommended by Trevor MacKenzie by doing less activities and staying a moment with an idea to build understanding.
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How are you building agentic learning within your practice already?  Please share, so we can all grow together.

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​In my latest podcast episode, we have been applying our understanding of an agentic classroom.    

For teachers that are new to this process, it can be difficult to take the abstract ideas and apply them to practice.  Here is a video that will help you better understand it.  What is something that is an aha to you?  

For those who have been developing their agentic practice, what are some ideas that you are already been using?  What does it look like in your practice?

https://www.youtube.com/watch?v=1OsQS7Sanxg

CAST Professional Learning purpots that there are five UDL tips that will support our learners in becoming experts.  This is the goal of learner agency.  We want our society to be filled with independent thinkers who are able to problem solve and become experts across many fields.  

To get more detailed information, click on this link for the full post. 

​I just discovered a taxonomy that scaffolds the process of building local and global connections with learners. Here are some ideas of how to extend the thinking by Cindy Blackburn.

Intra-Connection:
- Who is in our classroom community?
-How might we develop empathy and opportunities for students to connect with one another?
-What might action look like within our classroom?

Inter-Connection
-What other units are happening in the school that we might connect to?
-What potential school-wide issues or opportunities might we connect to?
-What might action look like in single-subject classes (arts, PE, etc.)?
-Are other local schools engaging in similar inquiries or action-driven projects?

Managed Global:
-What other organizations or businesses work towards the goals we have set for our unit?
-How can we ground the learning experience in authentic problem solving in our local and global community?
-Who are experts in this field? What does their action look like?

Student to Student (teacher managed)
-How might I use social media or other tools to connect with like-minded educators/others who are teaching similar concepts?
-How else might I learn more about what other schools around the world are working on or share our inquiry with other educators?

Student to Student (student-managed)
-How can I support the development of students' social skills? 
-What platforms are available for students to use safely?