We spoke to Bianca Wagner, a grade one teacher at Lyford Cay International School, Bahamas, about how scheduled play time in the classroom serves as an opportunity to observe student-led inquiry in action.
Holly Engström, a Primary Years Programme (PYP) homeroom teacher at the International School of the Stockholm Region, Sweden explores how her students took ownership of their learning and turned their empathy into action, making a meaningful impact in the face of adversity.
Sathya Karunakaran from The Pupil International School, India shares her insights on promoting student agency and ownership in feedback
Our learning community has been challenged to use the best elements of remote and online learning to make our Exhibition happen, promoting our student agency and our innovative spirit. Both parents and students became our source of inspiration, reaffirming that working together is the way to achieve our goals.
This article is based on an example of how students re-imagined a mundane classroom as a hotbed of space exploration, and how giving students agency to creatively re-imagine learning spaces can inspire taking action.
This article explores how agency in the planning process is expressed through listening, dialogue and the educators desire to nurture playfulness, participation and learning through play.