Discover Great Learning

Student agency value.JPG

a continuum of practice and capability around practice that builds student agency

The purpose of building a support structure that develops student agency for your learners is to enable the learner to take control of their learning. The exploration of the above quote results in teachers designing curriculum and lessons through a learning lens rather than a teaching lens. When this happens - and teachers unpack learning in the form of success criteria, learners are able to move from individualised - through differentiated - to personalised, thus building the capacity of learners agency - known as student agency.


The Teacher Element Of Student Agency

Student agency is supported in student centered classrooms. A classroom environment that supports student agency is a student centered classroom where the teachers focus shifts from controlling to more of a partnership approach.  For  this to occur teachers must have a growth mindset teachers with “a growth mindset are teachers who firmly believe their students are capable of learning anything” (Dweck, 2010). They know their students, and are able to relate to their students. 

How can this be achieved in your schools classrooms?


The Student Elements Of Student Agency

Designing for learning leads to personalised learning pathways for learners. Differentiated learning strategies can be developed into personalised learning pathways with the support of well developed learning intentions and success criteria that results in the building of students agency.


The Recommended Approach and Investment

A program designed to empower and grow your teachers ability to - Think | Be | Do to encourage learning prowess. Can be offered as a team facilitation or individual coaching...

Traditional one-day PD events and bolted on workshops make little difference to real school improvement. We like to form partnerships - as a critical friend to your journey with student agency over  12 months to help your school make changes stick via:

Facilitation  with Tabitha will help leaders to:

Unpack your teachers perception of Student Agency

Session one - Teacher Perceptions

  • Explore personal schema about what enhances student agency in the classroom

  • Use empathy maps to find out what teachers are thinking, feeling, hearing and saying about student agency

  • Use their perceptions to ideate what student agency looks, sounds and feels like.

  • Use SOLO Taxonomy as a thinking tool to develop a prototype rubric to give more visibility to student agency in the classroom.

  • Relate findings gained through the design thinking process to the influence of teaching on emotions, motivations, mindsets, and behaviors that we associate with student agency.

Before the second session - Use empathy maps to find out what the students are: Thinking, feeling, hearing & saying about their learning. - Bring this along to the next session


Unpack your Students perception of Student Agency

Session Two - Student perceptions

  • Revisit personal schema.

  • Use empathy maps to understand student perceptions..

  • Ideate what student agency looks, sounds and feels like from the  perspective of a student .

  • Use SOLO Taxonomy as a thinking tool to review and develop the prototype rubric from Session one.


Unpack Teacher actions that will grow  Student Agency

Session Three - Teacher actions to grow Student Agency

  • Develop an understanding of the Teacher Element of Student Agency

  • Connect with the work of Guy Claxton – Building Learner Power and Carol Dwek – Growth Mindset and make links to the teacher element of student agency.

  • Identify teacher actions that will support students to build agency – what are teachers going to need to plan and do?

  • What changes in pedagogy are needed to support the growth of student agency in your school or CoL?

  • What are the scaffolds that need to be implemented? - What will these look like? - How will this impact on current teacher planning requirements? - How will this impact on current structures of learning schemes?

  • Design a unit of work or a section of curriculum with identified specific actions that support student agency


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