Foster Student Agency through QUEST Framework

Introduction

We piloted a course called Agency in Action last academic school year (2022–2023). The purpose of the course was to provide structure and guidance for students to develop self-directed learning projects. Each lesson lasted for 40 minutes, and students had approximately 12 hours to complete their projects per semester.

We took advantage of this opportunity and launched student entrepreneurship projects in the second semester. The results of the entrepreneur pilot project were successful. A fundraising event was held for student entrepreneurs to showcase their businesses in the last week of school. We raised over 53,000 Hong Kong dollars (roughly 6,700 US dollars) as a community. We saw a noticeable increase in student engagement and growth. Our students demonstrated greater ownership and skill development in their learning. Additionally, it allowed the community to recognize the potential of our students and form a network of resources and support. I wrote a blog post titled “How to increase student agency through entrepreneur projects?” if you’re interested in launching a student-led initiative.

It is evident from the students’ reflections that they desire freedom and autonomy in their learning. Whenever we create conditions and provide opportunities for students to take charge of their own learning, they become more engaged and motivated. Our students can learn more if we give them choice, voice, and ownership.

My experiences with guiding students to develop service learning projects, planning student-initiated assemblies, supporting them in creating the MYP Personal Project Exhibitions, facilitating project-based learning projects, coaching them to build learning portfolios, etc., have confirmed this. All of these opportunities have enabled students to learn to take risks, be creative, develop problem-solving skills, and be resilient. They have also gained confidence and a sense of accomplishment, which has inspired them to become successful learners. You can learn more about how to guide students in designing the MYP Personal Project Exhibition by visiting my blog post titled, “Design thinking in MYP Personal Project“.

Our goal for this academic year is to iterate our process to help students further develop their agency. In a recent meeting with my Agency in Action team at the beginning of the school year, we delved into the topic of student agency and its significance in promoting self-directed learning. The objective of this meeting was to define agency, explore its implications in the context of self-directed learning, clarify the role of teachers in supporting agency, and outline plans for implementation. The purpose of this blog post is to share the process of creating a shared understanding of what agency is and isn’t, along with insights from our teachers’ discussions.

Role Models of Agency

We began the meeting by sharing our agency role models. In this activity, we explored our personal connections and got to know one another better. Teachers were invited to think of a person in their lives whom they associate with agency. This could be a family member, friend, student, celebrity, athlete, politician, etc. In a round table setting, we each shared our role model of agency. It was interesting to hear several of our teachers describe how their own children demonstrated agency. It is possible for any child to develop agency when the conditions are set up correctly and they are given appropriate guidance!

In response to the activity, we discussed two follow-up questions:
* What qualities or actions make us associate the person with agency?
* In what ways does this person demonstrate agency?
These questions were designed to help each of us reflect on what agency means to each of us and how it might relate to our teaching and students.

Teachers come from diverse cultural backgrounds and have varied experiences. It is very possible for someone from America to interpret what agency means very differently from someone from Asia who grew up with traditional education. As we foster student agency, we need to keep this in mind, given that different cultural expectations and perspectives can lead to misunderstandings and influence how we support the development of student agency. Our students also come from diverse backgrounds, and we need to be aware of the type of support they need.

The discussion led to the identification of several types of student agency. We briefly identified three types of student agency based on our teachers’ perspectives.

Individual agency: We recognize students who demonstrate independent agency. These students have developed self-regulation, and they value self-direction, independence, and actively pursuing their goals. The support they need from supervisors is minimal. These students are self-motivated and take initiative, leading to successful outcomes and a strong sense of ownership over their work.

Collaborative agency: Some students benefit from working collaboratively with others, participating in group projects, and contributing to collective decision-making. Although the level of support they require can differ, having access to their peers is essential to practicing their problem-solving and critical thinking skills as well building confidence in their abilities.

Structural agency: In this category, students may require step-by-step guidance since they have yet to develop their capabilities. They need to develop a sense of self-confidence and self-efficacy in order to succeed. They also need to be equipped with the skills to make informed decisions and take ownership of their own learning. The support they need might include regular feedback from teachers and peers. It is also important to provide them with tools to develop a variety of approaches to learning. In addition, they need guidance on how to reflect critically on their learning and progress.

As I explored the types of student agency, Trevor MacKenzie’s scaffolded approach to personalized learning came to mind. He identified four types of student inquiry: Structured, Controlled, Guided, and Free Inquiry. Just as different types of inquiry provide varied levels of support and structure for students’ learning processes, the types of student agency discussed suggest different ways to support and facilitate students’ ownership of their learning.

Dr. John Spencer’s student agency continuum also came to mind. It is important to clarify that structural agency does not mean teachers simply tell students what to do or dictate their actions. Instead, in our discussion, structural agency involves providing scaffolding and support to empower students in their learning journey.

Agency Frayer Model

Next, teachers used the frayer model graphic organizer to explore the definition and characteristics of agency. Using the frayer model, teachers also identified examples and non-examples of student agency. Teachers first collaboratively brainstormed their understanding of agency and came up with a concise definition that captured the essence of agency. Then, they identified characteristics or behaviors that individuals with agency typically exhibit, such as perseverance, self-determination, growth mindset, and so on. Next, they brainstormed examples of agency, taking into account real-life scenarios where students demonstrate agency, such as setting personal learning goals, actively participating in class discussions, and taking responsibility for their own learning. Finally, they identified non-examples and shared their completed frayer models with the group. Through the identification of examples and non-examples of student agency, teachers develop a common understanding of student agency that they can support. It also allowed us to work collaboratively to develop strategies for engaging students in their own learning. Students did the same activity in our first lesson, then we compared similarities and differences between their responses and the teachers’.

The Supervisor’s Role

Finally, teachers brainstormed their responsibilities as supervisors. Each teacher was given strips of paper and tasked with writing down one responsibility per strip. Once all the responsibilities were collected, the teachers carefully analyzed them, identifying patterns and similarities. This exercise allowed for a meaningful discussion on which responsibilities could be further expanded upon, empowering students to take ownership of their learning and development. In inviting teachers to create a list of supervisor responsibilities, we were able to gain valuable insight into how teachers see their role, which we could use to support students more effectively. A teacher suggested we could use a self-directed learning rubric for guidance and feedback. The idea is interesting, as it can provide teachers with a tool to monitor student progress and provide feedback, along with helping students to set their own learning goals. I would definitely like to explore this further.

QUEST Framework

In order to guide my planning and help others understand my thinking, I usually create a framework before piloting any initiative. A framework helps me gain a clear understanding of what the initiative is all about, identify objectives and goals, and formulate strategies to implement it. It also allows me to identify the type of data I might be able to gather in order to evaluate the effectiveness of the initiative. In short, a framework is useful for communicating and sharing with my team and stakeholders. A clear and concise framework helps everyone understand the initiative’s goals, objectives, and strategies.

I proposed the QUEST framework to my team as a way to foster agency and support students in taking part in self-directed learning projects.

Quest for Exploration and Adventure

The first step in the QUEST Framework is to embark on a quest for exploration and adventure. Students are encouraged to state their learning goals for the project, allowing them to establish a clear direction and purpose. By sharing their objectives and explaining why they matter personally, students can become more motivated and engaged in their learning process.

Undertake Planning

The next stage involves undertaking planning and breaking down the project into smaller steps or tasks. Students are encouraged to brainstorm ideas, research resources, and make necessary arrangements. During a collaborative project, they will learn how to assign roles for shared responsibilities, which promotes teamwork and ownership of the project.

Engage in Preparation

Engaging in preparation follows, where students are urged to conduct thorough research relevant to their learning activity and gather essential materials, equipment, or resources. This stage also emphasizes the importance of developing a checklist or action plan to stay organized and prepared. Creating an action plan can be challenging for many students (even adults!), as well as breaking up a big task into smaller tasks that are easier to handle. This requires explicit teaching and guidance for students to understand how to allocate resources, plan, and complete their tasks. A few days ago, I discovered https://goblin.tools/ website. It can be a very useful tool for students to explore.

Set the Stage

Once the groundwork is laid, the framework focuses on setting the stage for a successful experience. Our students will plan a one-day trip to explore Hong Kong as their first project. Therefore, this stage will include finalizing trip logistics, such as budget, transportation, scheduling, safety, and communication. Students should also conduct a risk assessment and plan their itinerary in detail to ensure a smooth trip. Generally speaking, this stage requires students to ensure they have the materials and resources they need to complete their project. I also highlight the need for effective communication in this stage in order to coordinate their efforts and maximize efficiency.

Track, Evaluate & Reflect

Throughout the project, the framework emphasizes the importance of tracking, evaluating, and reflecting. Progress and milestones should be tracked through designated documentation sections. Outcomes should be evaluated against initial goals, allowing students to assess their progress and make any necessary adjustments. Reflecting on experiences, identifying lessons learned, and celebrating personal growth can foster self-regulation and increase agency. This can help create a more meaningful learning experience.

I hope the QUEST Framework provides students with a structured and comprehensive approach to self-directed learning projects. By following these steps, students practice skills in planning, organization, communication, and self-reflection, ultimately fostering their growth and autonomy in the learning process. Our next step is to identify data collection methods for measuring this framework’s effectiveness.

Conclusion

Overall, our meeting was productive. We have a plan for helping students develop agency. As of yet, I do not know what the outcome will be, and I anticipate challenges along the way. The teachers on our team will, however, work together to foster student agency. I am excited to see where this project will lead us.