Date
08 July 2020

Activate student agency and ownership

Suggestion for implementing the strategy ‘Enable access and participation in learning’

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Support learner agency

Support learner agency

Derek Wenmoth describes three features of learner agency: self-regulation of the learner, the impact of the culture of the classroom, and the learner's self-awareness.
Video hosted on Vimeo http://vimeo.com/85218303

Provide varied assessments

Provide varied assessments

Not being able to demonstrate your understanding and creativity can be frustrating. 

Design UDL options for expression that recognise students’ strengths so they can achieve to the best of their ability.

Support choice making

Support choice making

Teach students how to make choices that help them be effective learners. Provide supported opportunities to practice choice making.

Approaches:

  • Steadily increase the options on offer.
  • Regularly touch base with students to review choice making.
  • Make choice spinners.

Areas where choice can be offered:

  • Where to study.
  • Who to work with.
  • Timetable for the day.
  • When to take a food or stretch break.
  • How to demonstrate their learning.
  • The text or topic for an inquiry.
  • The subject of creative work.

Source: CompetencyWorks (opens in a new tab/window)

Offer physical and digital tools

Offer physical and digital tools

Support access to a variety of tools and approaches giving students options in how they present and share their learning.  

Visual tools and approaches:

  • drawings, graphics, infographics, posters, acrostics, comics
  • mural, display, timeline, collage, installation
  • board game, magazine, brochure, digital presentation
  • movie, storyboard, stop motion film, photographs, advert.

Auditory tools and approaches:

  • write and record songs, raps, slam poetry, jingles
  • voice avatar (Voki or Voicethread)
  • make a news report, podcast
  • conversation in social media (Twitter or Facebook)
  • publish a blog post, website
  • design a survey and interview, talk show, debate, lecture, questions for a trivia show
  • soundtrack to a novel, poem, time period, feeling.

Physical tools and approaches:

  • construct a model (for example, diorama), installation, sculpture
  • create a role play, skit, tableau, dance, puppet show, demonstration, costumes.

Source: Adapted from UDL supporting diversity in BC schools (opens in a new tab/window)

Self-assessment

Self-assessment

Are these strategies emerging, partly in place, or established in your practice?

Illustrate your response with examples from your own teaching.

  • Students understand their next academic and behavioural learning steps.
  • Students are helped to set goals and to monitor their progress towards them.
  • Consider a variety of elements when offering choices (for example, order, materials, partners, location, and type of task).
  • Ensure students understand what each option involves and teach them how to make good choices.
  • Provide a range of ways that students can express their understanding of key ideas and demonstrate their skills.
  • Support students who have difficulty with tasks through scaffolds such as writing frames and sentence starters.
  • Use digital supports to engage and motivate students to express their ideas.

Source: Teaching for Positive Behaviour (opens in a new tab/window)

Useful resources

Useful resources

How to successfully introduce self assessment in your classroom

How to successfully introduce self-assessment in your classroom

Read time: 14 min

Publisher: The Education Hub

Visit website

Website

Self monitoring ready to use resources

Publisher: Goalbook

Visit website

Website

Discover the learner – Building the skills of agency and self-advocacy using the UDL lens

Publisher: iNACOL

Visit website

Next steps

More suggestions for implementing the strategy “Enable access and participation in learning”:

Return to the guide “Behaviour and learning”

Guide to Index of the guide: Behaviour and learning

Strategies for action:

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