“ The School encourages us to stand up for ourselves , find our own voice and self-advocate .”
AGENCY IN THE JUNIOR SCHOOL
In the Junior School , the first year of implementation focused on three key areas to enhance student agency in learning : metacognition ( the awareness of one ’ s thought processes and an understanding of the patterns behind them ), a growth mindset and goal setting .
“ The School encourages us to stand up for ourselves , find our own voice and self-advocate .”
For instance , in Middle School French classes , students were able to choose specific facets of language learning ( speaking , listening , reading and writing ) to improve , set measurable goals and employ tailored strategies to achieve them .
This work of fostering agency begins with our youngest learners , where we focus on teaching students about Habits of Mind , and empowering them with language and routines that emphasize learning as a continuous process . students a path forward — making learning a journey , rather than a destination .
“ In the play-based environment of Junior Kindergarten , students naturally begin to use this language with their peers ,” said Maria Trolese , Assistant Director , Junior School . “ They might say ‘ Let ’ s work on it together ’ or ‘ How will we make it taller ?’ when faced with challenges when they play . By the end of the school year , Junior Kindergarten students can explain the concept of persistence and understand its importance .”
Next year , the Junior School will work with Mark Church , a contributor to Project Zero , a research group at the Harvard Graduate School of Education , on metacognition and its impact on students ’ capacity to exert agency in the learning environment . He will support staff in integrating metacognitive practices consistently across the Junior School , enhancing students ’ ability to consider their own thinking and learn more effectively .
AGENCY IN THE SENIOR SCHOOL
In the Senior School , a consultation process held this year with teachers and students helped to define agency and to understand its practical implications for learning . The process also supported shifts in teaching and assessment methods , creating greater student autonomy and engagement . At the heart of many of these practices is making learning more relevant to students through choice and inquirybased projects that build on students ’ interests . At the same time , through a subcommittee of department heads and assistant department heads , and through a feedback process with students , a well-scaffolded framework has been developed to teach and reflect on learning habits , which will increase students ’ agency in managing their own learning ,
Learning habits in the Senior School are organized into four categories of competency — independence , collaboration , organization and responsibility — that support successful learners . These categories are further broken down by developmental levels through a scope and sequence for learning habits . Next year , the focus in the Senior School will be to foster agency through the explicit instruction of a learning habits framework that will develop reflection skills in students .“ Teachers are utilizing
Teachers encourage a growth mindset and model how students can support each other with words . For example , teachers might remind students that “ mistakes are welcome here ” or that growing capacity and skills gives
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