Teaching for Student Agency · Graham Brown-Martin - Learning {Re}imagined But do we confront these...

Teaching for Student AgencyTowards a School Culture that Empowers Student AgencyNigel Coutts

Redlands, Sydney Australia [email protected]@ncoutts

mailto:[email protected]

Understanding our Purposes

“If nothing else, children should leave school with a sense that if they act, and act strategically, they can

accomplish their goals”Peter Johnston (2004) - Choice Words: How Our Language Affects Children's Learning

Why Agency? - Why Now?

Between 1970 & 2010Real global Gross Domestic Productivity (GDP)Trebled

Real global GDP per capita nearly doubled

Between 1990 & 2010Proportion of global population living in abject poverty halved

Child mortality rate fell from 90 per thousand to 46 per thousand

Deaths due to war continues to decline, in the 21st Century the rate is less than one per 100,000 down from 300/100,000 during WW2


So why do we imagine the world is falling apart?‘If you have some sort of cause, if you’re

trying to rally supporters behind a movement, people think the most effective way to do it is to give people an impression that things are getting worse, and that they have to act now,

otherwise things will get worse still.’

Steven Pinker - “The better angels of our nature”


So why do we imagine the world is falling apart?

“The tragedy of our day is the climate of fear in which we live, and fear breeds repression. Too often sinister threats to the bill of rights, to freedom of the mind, are

concealed under the patriotic cloak, of anti-communism.”

Adlai Stevenson - 1952


21st Century Skills for 21st Century Challenges“These challenges include rapid population increase, climate change, growing inequality, diversity, ideology,

antibiotic resistance, an ageing population and the future of work.”

Graham Brown-Martin - Learning {Re}imagined

But do we confront these as challenges or fears?and with what?


With a belief that we can influence our individual and collective trajectory -

That we might shape our futures

This is Agentic Thinking


Make One Change

If you could make one change, what would it be? Why this change?

What would it take? Share with the person beside

Challenge your partners thinking with “5 Whys” Listen to their answer and then ask “Why?”

Repeat x5


A More Beautiful Question

A beautiful question is an ambitious yet actionable question that can begin to shift the way we perceive or

think about something—and that might serve as a catalyst to bring about change.

Warren Berger


A More Beautiful Question

With your partner build a “beautiful question”.

Start with your one change? Re-frame it as a “Why . . .?”

Ask “What if . . .?” Search for a “How might . . ?”

What is Agency?

“agency,” is the ability to make choices and direct activity based on one's own resourcefulness and enterprise. This entails thinking about the world not as something that unfolds separate and apart from us but as a field of action that we can potentially direct and influence.

Creating Cultures of Thinking - Ron Ritchhart

What is Agency?

People exercise their agency when they consciously choose to act in ways that are intended to bring about certain effects.

Project Zero - Agency by Design

What is Agency?

But unless we act with these dispositions they are useless - Agency is the key

Agency as a Disposition

Dispositional behaviour, which by definition means the tendency to do something on a regular basis, occurs when these three concepts coalesce— the capacity to do something, the motivation to do it, and the sensitivity to appropriate occasions to do it.

From Maker-Centered Learning - Edward P Clapp et al 2016


Agency and Motivation

Intrinsic MotivationExtrinsic Motivation

Purpose Autonomy Mastery

Dan Pink - Drive (2011)

Agency relies on how we answer these questions:

Purpose - Can I align the situation with my purposes? Autonomy - Am I able to control/influence the situation? Mastery - Am I able to achieve mastery in this situation?

Agency and Self Determination Theory

Ryan & Decci (2000)


HowdoesthisCONNECTwithwhatyou... believe?do?

understand?

value?feel?

think?

HowdoesthisEXTENDwhatyou... believe?

think?

understand?value?

feel?

HowdoesthisCHALLENGEwhatyou... believe?

think?

understand?value?

feel?

Agency and Growth Mindsets

Carol Dweck found that “students who believed their intelligence could be developed (a growth mindset) outperformed those who believed their intelligence was fixed (a fixed mindset)”

Agency and Growth Mindsets

Moving from a Fixed to a Growth Mindset

The basic idea is simple and the path to progress is

clearBut the slide backwards to a Fixed Mindset is too easy

Why is it easier to slip back into a Fixed Mindset?

‘Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.’

Guide to the National Quality Standard, ACECQA, 2011, p. 19).

‘Children develop their emerging autonomy, inter-dependence, resilience and sense of agency’

EYLF Learning Outcome 1.2, p. 22

Agency in the Early Years

Maker Centred Learning: An example of Agency in Action

Agency by Design

“Appropriation is the process by which a person or group becomes acquainted with, and gains interest in, things by making them their own. It is an eminently creative process, often resulting in unexpected uses, clever détournements, and surprising outcomes.”

Agency by Design

Agentic action moves beyond having a sense of agency and involves the process of activating— or performing— one's intentions.

Maker empowerment: A sensitivity to the designed dimension of objects and systems, along with the inclination and capacity to shape one's world through building,

tinkering, re/designing, or hacking.

How might we apply ideas from the “Maker Centred Classroom” from tinkering, hacking and designing to other disciplines?

How does learner agency become the norm?

What does Agency look like in . . . ?

Agency across the curriculum

What have we done?

Genius Hour & PPP Personal Passion Projects

From Problem Finders to Problem Solvers

Problem FindersIt is easy when you have a problem to work on.

The hard part is finding your problem. Freeman Dyson

Problem Findershttp://amorebeautifulquestion.com/

A beautiful question is an ambitious yet actionable question that can begin to shift the way we perceive or

think about something—and that might serve as a catalyst to bring about change.

Warren Berger

The creative process starts with a sense that there is a puzzle somewhere or a task to be accomplished, perhaps

something is not right, somewhere there is a conflict a tension, a need to be satisfied.

Mihály Csíkszentmihályi

CREATIVITY

The fullest representations of humanity show people to be curious, vital, and self-motivated. At their best, they are agentic and inspired, striving to learn; extend themselves; master new skills; and apply their talents responsibly.

Ryan & Decci (2000)

Ryan & Decci (2000)

The fullest representations of humanity show people to be curious, vital, and self-motivated. At their best, they are agentic and inspired, striving to learn; extend themselves; master new skills; and apply their talents responsibly.

Words we might use to describe what we hope our students will become:

What might you take away from this?What will you do to give students agency?

How will you use Mastery, Autonomy and Purpose to motivate your students?

Reflect and Share

What Puzzles Remain for You?

Puzzles of Practice

For the goal of effective schooling must surely be the cultivation of learners who are in charge of their own learning voyages, able to act as their own learning ‘skippers’ or ‘navigators’. Learners need to be able to stand on the strategic bridge of their minds, as well as make use of the neural engine-room of learning, as they navigate their way through the learning waters they face.

Guy Claxton & Bill Lucas - New Kinds of Smart

Becoming Agentic Learners

Think, Puzzle, Explore - What do you think about this? What questions or puzzles do you have?

Explore the implications of this.

Some Tools

http://www.rediquest.com/

Understanding Map 2007 Cultures of Thinking Project Zero Adapted from ‘Making Thinking Visible - Ritchhart, Church, Morrison (2011)

Consider Different

ViewpointsWhat’s another angle on that?

Reason with Evidence

Why do you think so?

WMYST?

Make Connections

How does this fit?

Uncovering Complexity

What lies beneath the surface of

this?

Describe what’s there

What do you see and notice?

Build Explanations

What’s really going on here?

Capture the heart and form

conclusionsWhat’s at the core or centre of this?

WonderingWhat am I curious

about here?

Understanding

http://bit.ly/UnderstandingMap_MTV


ViewpointsConsider Different

ViewpointsWhat’s another angle on that?

Understanding Map 2007 Cultures of Thinking Project Zero From ‘Making Thinking Visible - Ritchhart, Church, Morrison (2011)

Thinking Routines Considering Viewpoints: Circle of Viewpoints - a thinking routine that will help you see diverse perspective and look at a situation from another person's point of view. Useful in small groups.

1.Brainstorm a list of different perspectives and then use this script skeleton to explore each one: 1.I am thinking of ... the topic... From the point of view of ... the viewpoint you've chosen 2.I think ... describe the topic from your viewpoint. Be an actor – take on the character of your viewpoint 3.A question I have from this viewpoint is ... ask a question from this viewpoint

2.Wrap up: What new ideas do you have about the topic that you didn't have before? What new questions do you have? Record your thinking with a mind map, locating differing points of view around a circle.

Here Now/There Then - a thinking routine to encourage thinking about how attitudes and beliefs change over time or from place to place. 1.Identify an issue that has changed over time or is seen differently from place to place or across cultures 2.Brainstorm what is known about the issue now and then, how has it changed and what has caused the change. Identify cultural perspectives that make

one understanding more true for one culture compared to another. 3.Ask 'What do I not understand about the other point of view or why things are/were different?' then ask 'How will I find that information?' 4.Create a comparison chart of Venn diagram to organise your information. 5.Use this information in a 'Circle of Viewpoints' to help you understand the different perspectives.

Reason with EvidenceReason with

EvidenceWhy do you think

so? WMYST?


Connect, Extend, Challenge - How are the ideas presented Connected to what you already know? What new ideas are presented that Extend what you know? What is still Challenging for you about the new topic and/or its connection with prior learning? Use individually recording your responses on paper or in a group with each member responding to the three questions in turn.

Think, Puzzle, Explore - Answer these three questions: What do you Think you know about this topic? What questions or Puzzles do you have? How can you Explore this topic? When exploring begin by looking for ways to expand on what you already know to maximise the benefits of your prior learning.

I used to think . . ., Now I think . . . - When you are reviewing a topic take time to include this simple routine. Start with 'I used to think . . . ' then move on to 'Now I think . . .'. Add power by combining with 'What connections are there between the two?'. This routine should help you identify connections with prior knowledge and allow you to identify which parts are entirely new.

I see (hear, feel, touch, taste), I think, I wonder - Open your senses to the experience and describe it, give voice to your thoughts as you explore with your senses, finish by asking questions that share what you have sensed and discuss how each sense added to your understanding

What makes you say that? - A powerful question for encouraging deeper thinking and one that works best when students learn that this question is not an attack on their thinking but is aimed at revealing more detail. Here is a list of similar Questions that Encourage Deeper Thinking.

Making ConnectionsMake

ConnectionsHow does this fit?


Claim, Support, Question - Use this routine to identify the truth of claims you or others make. Take a claim about the topic and identify support for it; What is it relying on for truth? Ask questions about your claim that explore what isn't explained, what new issues does the claim raise? Useful to use with a friend asking the questions.

5 Whys - This model of asking 'Why?' five times allows you to dig deeper into a problem. Begin by asking a 'Why' question. Listen to the answer from others or from your self, then ask a 'Why' question that digs deeper into the answer provided. Repeat this process so that you have asked 5 'Why' questions each revealing more information and each at a deeper level of understanding.

Creative Questions - A good routine for developing questions and for training your mind to think differently about the type of questions that need to be asked. Use it to generate creative questions to explore by following these steps:

1.Pick an everyday object or topic and brainstorm a list of questions about it. Transform some of these questions in imaginative questions such as: • What would it be like if . . . • How would it be different if . . . • Suppose that . . . • What would change if . . . • How would it look different if . . .

2.Select a question to imaginatively explore. Write a story, draw a picture, invent a scenario, conduct a thought experiment or dramatise a scenario 3.Reflect on your thinking and the new ideas you have generated. Develop those that seem most useful.

Uncovering ComplexityUncovering Complexity

What lies beneath the surface of

this?


True for Who? - Discuss a given situation thinking about the circumstances of the decision, the people involved, what was at stake, what were the interests and goals of the people involved. Collect this information into a chart and group ideas by points of view. Now use that information to Dramatise the thinking that led to the original decision. Each person uses the chart to respond to three questions:

• My point of view is . . . • I think this claim is true/false/uncertain because . . . • What would convince me to change my mind is . . .

Some group members should observe this dramatisation and then reflect on what they have seen and heard.

Think, Pair, Share - Begin by considering options or responses by yourself. Give this process some time and then share your ideas with a partner. Once you have explained your ideas to your partner and listened to their thinking, share your combined ideas with the larger group. This can maximise the options available to the group and increases the power of many minds working together.

Connect, Extend, Challenge - How are the ideas presented Connected to what you already know? What new ideas are presented that Extend what you know? What is still Challenging you and where does your learning journey go next?

I used to think. . . Now I think . . . - Use this routine to make visible how your thinking has changed over the course of a learning experience. Then go beyond by describing What made you change your thinking?How did this change occur? What new learning have you achieved?

Describe what’s thereDescribe what’s

thereWhat do you see

and notice?


I see (hear, feel, touch, taste), I think, I wonder - Open your senses to the experience and describe it, give voice to your thoughts as you explore with your senses, finish by asking questions that share what you have sensed and discuss how each sense added to your understanding

SENSING: Ten Times Two - Begin by absorbing information and listing 10 words or phrases to describe what you sense. Include information from each sense. Repeat the process and then explore the results, share them with a friend or as a group.

Perceive, Know, Care About - Use for exploring the perception of a character or a person in an image or video. Begin with 'What can the person perceive?' Think about all their senses. Then ask 'What might the person know about or believe?'. Finish with 'What might the person care about?'. Share your ideas and explain what it is about the person and their situation that makes you say that.

Think, Puzzle, Explore - What do you think you know about this topic? What questions or puzzles do you have? How can you explore this topic?

Claim, Support, Question - make a claim about the topic. Identify support for your claim. Ask questions about your claim that explore what isn't explained, what new issues does your claim raise? Useful to use with a friend asking the questions.

Build ExplanationsBuild

ExplanationsWhat’s really going

on here?


Connect, Extend, Challenge - How are the ideas presented Connected to what you already know? What new ideas are presented that Extend what you know? What is still Challenging for you about the new topic and/or its connection with prior learning? Use individually recording your responses on paper or in a group with each member responding to the three questions in turn.

Think, Puzzle, Explore - Answer these three questions: What do you Think you know about this topic? What questions or Puzzles do you have? How can you Explore this topic? When exploring begin by looking for ways to expand on what you already know to maximise the benefits of your prior learning.

Generate, Sort, Connect, Elaborate - Generate by brainstorming a list of at least of initial ideas based on what you already know about the topic. Sort these by relevance to the new topic, maybe colour code. Connect ideas with lines to show connections. Add new information to this and continue to build links as you Elaborate on your understanding and explore the new learning.

Circle of Viewpoints for Group Reflection - Use this routine to identify each group member's point of view. You can extend the perspective discussed by allowing some members to contribute an alternative view-point; playing devil's advocate.

• Take turns to respond to each point: • I am thinking of the topic from the point of view of . . . • I think . . . - describe the topic from your point of view • A question I have from this point of view is . . .

Finish by reflecting on the discussion and the explanations generated. Develop a group explanation.

UnderstandingCapture the heart

and form conclusions

What’s at the core or centre of this?


Circle of Viewpoints - a thinking routine that will help you see diverse perspective and look at a situation from another person's point of view. Useful in small groups or individually.

1. Brainstorm a list of different perspectives and then use this script skeleton to explore each one: • I am thinking of ... the topic... From the point of view of ... the viewpoint you've chosen • I think ... describe the topic from your viewpoint. Be an actor – take on the character of your viewpoint • A question I have from this viewpoint is ... ask a question from this viewpoint

2. Wrap up: What new ideas do you have about the topic that you didn't have before? What new questions do you have? Record your thinking with a mind map, locating differing points of view around a circle.

I used to think. . . Now I think . . . - Use this routine to make visible how your thinking has changed over the course of a learning experience. Then go beyond by describing 'What made you change your thinking?'. How did this change occur?

Generate, Sort, Connect, Elaborate (A Mind-mapping strategy)- Generate a list of ideas and initial thoughts, Sort your ideas by importance or usefulness, Connect your ideas by using lines making a map of your ideas with their links, Elaborate on any ideas or explore the most important ideas or clusters in greater depth. Use to create an outline for your communications. Combine with 'Think, Puzzle, Explore' to make Elaboration easier.

WonderingWondering

What am I curious about here?


Question Starts - Use this strategy to generate good questions and begin to identify and explore those most important to a topic Brainstorm a list of 12 questions or more about your topic. Use these question starters to help you:

• Why...? • How would it be different if...? • What are the reasons...? • Suppose that...? • What if...? • What if we knew...? • What is the purpose of...? • What would change if...?

Review the questions and mark those you find most interesting, share with a friend and discuss 'what makes it an interesting question?’

Creative Questions - A good routine for developing questions and for training your mind to think differently about the type of questions that need to be asked. Use it to generate creative questions to explore with these questions:

• What would it be like if . . . • How would it be different if . . . • Suppose that . . . • What would change if . . . • How would it look different if . . .

Options Explosion - Begin by listing the obvious solutions or options. Now brainstorm all the other options, generate as many options as you can, combine ideas to create more, allow your creativity to run wild and tap into your sense of wonderment and awe. Review the list of options and identify the ones that are most intriguing. Use the ideas generated to consider new possibilities and new solutions. .


Excellent But Not Enough Edward De Bono

Teaching students what to do in the world, what to know, how to behave is EBNE

EBNE

We need to teach our students to become agentic learners

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Teaching for Student Agency · Graham Brown-Martin - Learning {Re}imagined But do we confront these...

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