Agency and Independent inquiry

When reports of the Enhanced PYP began surfacing on the International Baccalaureate Twitter feed, I was elated to see that Agency has been placed boldly at the center of the new model:
To me, the philosophical implication for this change is that the primary function and goal of education is to build capacity for action. Within the context of the IB, the Learner Profile describes the attributes within which that capacity can increase. For example, a learner may increase agency in the context of historical understanding by becoming more Knowledgeable about history, or increase agency for conflict resolution by taking Principled and Courageous action.
This is more than transformational: It’s revolutionary.

Past & present

Anyone familiar with the industrial model of education (pretty much everyone) should be skeptical about our capacity for this reform. This 180° turn way from standards- and competency-based pedagogy has a few precedents, and I am curious to learn more about classrooms and schools where independence and agency have been assigned top priority.

One school system who fits this paradigm and whose progress I have enjoyed following is High Tech High. Most of what they have shared is related to older students, so I’m curious to see more about their elementary programs.

Agency as the aim of teaching has been gaining momentum since John Dewey at the latest, and can arguably be traced back at least as far as Socrates. Luckily, my teaching experiences have tended to be less traditional and more progressively minded, and the article, How a Focus on Independent Learning Transformed My Most At-Risk Students, certainly reflects my ideas about the importance of independence in learning.

Independent inquiry

One of my approaches to cultivating agency is Independent Inquiry. Since I started the project six years ago, the mission of this project has been to:

Unify learning at school, learning at home, and learning anywhere, anytime.
Empower learners to engage in and reflect on their own inquiry processes.
Encourage interest- and passion-driven learning.
Integrate peers, parents, communities, and global networks into the inquiry process.

While success has varied from year to year, cohort to cohort, I can comfortably claim that the process we use – an online reflection form and weekly meeting in class – helps agency to flourish.

Call to action

Once again, another gem appeared on the IB PYP Twitter feed. The quote below is a perfect call to action for teachers who are serious about promoting Agency – voice, choice, and ownership.