Tag Archives: responsive

Student Agency

Our writing PLD for this year is based on the underlying principal of student agency driving an improvement in student achievement. At the beginning of this development when Brian Annan was discussing the approach I was familiar with the term but not conversant nor had a deep understanding. So I needed to connect some of the dots and clarify what it was all about.

Isn’t it funny too that when an idea is emphasised like student agency, that it seems to appear everywhere now that your awareness of it is heightened. e.g.

So what is student agency? Some quick definitions:

Russell Burt:

Agency – the power to act – informed/empowered/enabled learners

Mark Osbourne refers to the Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis Iteration (BES):

In summary, sustained higher achievement is possible when teachers use pedagogical approaches that enable students to take charge of their own learning. Such approaches do not leave the students ‘to discover’ in an unstructured environment. Rather, they are highly structured in supporting student agency and sustained and thoughtful engagement. For example, they foster students’ abilities to define their own learning goals, ask questions, anticipate the structure of curriculum experiences, use metacognitive strategies when engaging with curriculum, and self-monitor. Pedagogies that emphasise, embed and enable metacognitive strategy-use throughout curriculum engagement for class groupings, are associated with much higher achievement and enable marked improvements for low achievers.

Raikes Foundation:

Student agency is a cluster of academic mindsets and learning strategies that have been demonstrated to advance learning and achievement. Academic mindsets are more evident in students who feel a sense of belonging in a certain subject, class or school; believe that they have the capacity to learn, and see value in their participation. Learning strategies include study skills, meta-cognition and goal-setting, competencies that help individuals persist when learning becomes challenging.

Values Centered Schools:

Student agency refers to empowering students through curriculum approaches that; engage them, are respectful of and seek their opinions, give them opportunities to feel connected to school life, promote positive and caring relationships between all members of the school community, promote wellbeing and focus on the whole student, relate to real-life experiences, are safe and supportive.

These definitions illustrate to me that agency is about student learning and teacher teaching. It is about the teacher providing the right environment, support and approaches to learning that enable learners to develop the skills and attitudes for agency to occur, and about the student being engaged in, and empowered by assuming responsibility of their learning through reflection, goal setting and a range of other self-monitoring behaviours.

Some of the key words that describe student agency for me are therefore; enabling, empowering, self-monitoring, goals, feedback, meta-cognition, active, responsive, self-directed and meaningful.

A further look at some student agency research unpacked the following Approaches to Learning Model. You can clearly see the relationship between the approaches and agency. These are further supported by additional definitions of student agency:

  • the satisfying power to take meaningful action and see the results of our decisions and choices
  • since meaning-based tasks fail to proscribe the use of particular structures, learners have to take an active role in sorting out exactly what they are learning
Student Agency and Language-Learning Processes and Outcomes in International Online Environments Olga Basharina University of New Mexico

What strikes me about this model though is that it does not take in the role of the teacher in to the equation (or maybe it does… I would need to read the full explanation from Entwistle himself). As I have stated above student agency isn’t just the responsibility of the student, the teacher and school must provide the conditions and support/model/teach in an way that provides all students with the ability to learn and demonstrate agency.

So bringing it back to where this post started, with our writing PLD. Our facilitator Rita Plamer has introduced us to Ralph Fletcher’s work and she dug out this reference to agency from the text  A Writer’s Notebook – Unlocking the Writer Within You. Being in control of their own development, i.e. their own learning – great! This surely is the core of what student agency is.

agency

 So what does all this mean? A couple of reflective wonderings…

  1. Deliberate vs accidental… A few of you may be saying that this is what happens in your classroom all the time. Yes my students set goals, yes they are reflective. But how much of that agency is a deliberate approach i.e. If I looked at your planning and a see how you have deliberately structured your teaching to ensure the conditions and strategies are student agency productive?
  2. If student agency is a way of empowering our students, then teacher agency is just as important (through the principal leading and providing the support/conditions/opportunities) which makes principal agency equally as important (with the Board providing the support/conditions/opportunities). Is this being overly simplistic? Seems to make sense to me.
  3. One aspect that has surprised me was that there was little to no reference to student voice in the information read to date. I would have thought they go hand in hand.
  4. Most of the definitions/examples are about the individual learners, but like the excerpt above from Ralph Fletcher’s book, the social learning aspect is really important. Meaningful action could just as well be the outcome of collaboration and teamwork. If the action is a result of feedback, then that is a partnership in learning too, or does agency count when the thinking and action is done as an individual – not the process leading up to it?

Much to ponder… and more reading required.