Is Agency the same as Personalized Learning?
There are two words that are trending in education right now: Agency and Personalized Learning. It’s rather funny that these ideas have been around since the 1960’s and are now emerging as shaping forces in our educational paradigms. However, I hear them used as if they are synonymous, but are they the same thing?
Is Agency the same as Personalized Learning?
This is a question that has been tumbling in my mind for a while. Ever since the PYP introduced the new branding symbol, I kept staring at the center of it and wondering how schools were really going to be “enhanced” by the updates? 
I also have been seeing a trend in which schools are starting to shift from a guided inquiry into an open inquiry approach, giving primary students, particularly ones in the upper grades, more say in the content of their learning. Although I have not directly visited those schools, I am given the impression that the children get to write their own units and learning is on their terms, in this way, the learning is quite personal and self-directed. I think these schools must be highly motivated to be innovative and deeply committed to this ambitious approach; from leadership to every member of staff, they focus their energy on creating a student self-directed learning approach. So is THIS personal learning? Personalized learning, by its definition, is to customize learning for each student’s strengths, needs, skills, and interests. So what can be more agentic than this?-As a student, I ultimately choose what I learn and when I learn it and teachers just coach me into my next steps.
So should we, as PYP schools be creating more personalized learning for students in order to enhance our student agency? Hmmm…..
A learning community that supports agency offers opportunities for students to develop important skills and dispositions, such as critical and creative thinking, perseverance, independence and confidence. These are vital to the learning process and the development of self-efficacy. The learning community further offers students multiple opportunities to experience the impact of their choices and opinions, which support their evolving perceptions of their identity. In return, students with a stronger sense of self-efficacy bring a stronger sense of agency to the learning community.
From The Learner – PYP, developed by the International Bacchaleurate
After reflecting on that, it seems to me that the answer is NO. Personalized Learning and Agency are not the same thing. Moreover, schools do not have to create “Studios” or “Learning Labs” in which teachers are supporting 20 different personal units of inquiry that the students have created in order for students to have agency. Of course, this is fabulous to have these structures and resources but to assume that this is the gold standard that all of our PYP schools should be doing would be missing the point of the enhancements. It’s about student empowerment, not individual inquiries or personalized learning tracks. So we don’t need a lot of tech and teachers in order to do this. How this looks may differ according to the context and budget considerations of that school. But to think that we need to recreate the wheel in order for us to cultivate student agency would build more barriers to getting started now in our classrooms. We need to think about learner agency as self-efficacy and not individualization. When you look at that excerpt, its the culture of the Learning Community is what creates learner agency, and this is more about developing competency and confidence and less about designing specialized learning spaces.
Agency is Self-directed Learning
The book, Empower: What Happens When Students Own Their Learning by John Spencer and AJ Juliani, to me is one of the best books out there that really 
articulates how student agency can happen in our classroom. When students have the motivation and skills to explore content, they can take action that goes above and beyond our expectations for them. They can develop self-direction. THIS is the GOLD STANDARD that we should be aspiring to.
Moreover, this book helps educators to cultivate the mindset necessary to relinquish control of classroom learning so that learners can become self-directed. It contained an important question in there that I think teachers should tape to their computers (or planning books) when they are sitting down to lesson plan:
What decisions am I making for students that they could make for themselves?
I know I found myself going to my class and asking the students “How might we….”
- show what we know about this concept
- explore this idea
- experience our learning differently
No bells or whistles were required. It was about bringing them into the planning of their learning and supporting their decisions. Sometimes students wanted to go off and do their own thing, but more often than not, it meant collaborating with peers. I think this is why we shouldn’t confuse personalized learning with agency, especially since we, as PYP educators, are social-constructivists. We shouldn’t create “learning islands” in our classrooms, rather learning hubs, in which we can connect with different people and resources because, in the real world, this is often what we do to solve problems. This is true ownership of learning. This is the essence of a true Learning Community. We need to work at getting REALLY GOOD at collaboration, so students know who and what can support them in their personal growth.
PYP Coordinator Footnote
As a leader of learning at my school, I can’t begin to express how much misunderstanding there is out there about student agency. I know I have to be careful to tread lightly on pushing student agency without being more informed about how I can support my teachers in supporting their learners. We get into vigorous conversations about this term and often teachers feel that this means that we should “kill” teacher-directed lessons or if we help students manage their decision making, we are squashing their agency. It seems that many teachers equate agency with kids having a free-for-all in classroom learning. Or, on the other hand, we should be differentiating every lesson all the time. Yikes! These are extremes.
So, I think we need to be careful about how we approach this at our schools.
I’m wondering what other terms like “personalized learning” are getting confused with Agency at your schools. Please share so we discuss and debate, arriving at greater clarity and purpose when implementing the PYP enhancements at our schools.
Developing learners as leaders is my joy! I am committed and passionate International Baccaluearate (IB) educator who loves cracking jokes, jumping on trampolines and reading books. When I’m not playing Minecraft with my daughter, I work on empowering others in order to create a future that works for everyone.
Along with critiquing the current Programme of Inquiry, we will provide opportunities to make suggestions and express how they enjoy “showing what they know” as well as improving current units. In this way, we have more insight and feedback into the current units of inquiry.
We would use these reflections from this week to inform our curriculum, considering which SDGS really sparked a natural interest and could gain overall support from our community. You see, in my mind, it’s not enough to just “expose” kids to the UN’s SDGs, but we would want them to take action to actually work on them. Garnering their interest and using it as a springboard for continued efforts toward achieving these goals would help cultivate the change agents that they would need to become in order to make their goals a true reality.
In this case, I want to dig into the hearts and minds of our students. I have created a simple survey using Google forms which provides the opportunity to deeply listen to students and I am interviewing each student one by one to get a sense of what they care about and how apt they feel at engaging in our learning community. So, as I record their ideas, there is an interaction that I hope communicates how keen I am to hear from them. When I think of my practice of mindfulness, deep listening is a vital component of our relationships–whether it is with our closest and most beloved people in our lives or people who we have more obscure relationships with. I hope that as I sit with them, I communicate that I care about them–they are a valued school member– and I wish to support them on their learning journey. I love how this practice is described in the quote below:
When I think of the founding of my country, America, the pursuit of happiness was what they called “an inalienable right” to its citizens.
also helps to promote a positive self-image of children and reduce episodes of anxiety. In a nutshell, it incorporates Dr. Martin Seligman’s theory of well-being using the 
Although I find this “report card” designed by the 
Also, if I think about “The Planner” like the map of this journey, then I am wondering how we might open up the planning of a unit to the students themselves. Instead of “The Planner” being a teacher-directed document, what if we had our official “Planner” for student-created which became the basis of the inquiry? We flip the responsibility of this document so that students got to direct the learning. Hmmm….How might we structure the document in order for students to authentically co-plan with us teachers? I think THIS is the type of PYP planner that I want to create with my team. But what teacher team is so courageous to do this?
But the heart of these systems was designed for standardized test scores and relied on student data in order to inform practices of school improvement. I struggled with this for several reasons, chief among them is that I don’t want our students to fit into a “standard”, I want them to be looked at as unique and special. I didn’t want them to reduce to numbers. If we only use data as the foundation of what we do, then we would miss out on opportunities for genuine teacher inquiries. Speaking of which, I examined the structure of 
as the premise for our rules of 
to understand, then to be understood, 
Oh and it should not just be us, the adults in the room, but we have to inspire the students in our class to do the same. If we are to do real justice to addressing societal issues then, first of all, we need to draw awareness to the “implicit” biases that serve to favor “white people” against Blacks and other people of color. Sustainable action can only be possible when we shine a light on understanding and overcoming those biases. When we become conscious, a pathway becomes possible to shift energy away from frustrating and hurtful debates over who is or isn’t “a racist”; I think all of us can agree that this name-calling isn’t helpful in directing our efforts toward the problems we are actually trying to solve by confronting racism.
When a newborn begins to realize that they have a body and becomes fascinated with their hands, they study them intensely. They put them in their mouths, they linger on different textures, wanting to squeeze them to feel them oozing through their fingers.
In 