Self-Regulation

Helpful feedback has little to do with what the teacher thinks, for example the pre-supposition the teacher makes about the outcomes of student projects, and is much more about developing an openness to what actually works and what others like, without an absolute truth either stated or implied by the curriculum. Let the students decide what to do by emphasizing these two types of feedback: - Natural feedback - Collaborative feedback

Frequent, even daily, mini-reflections lead to adaptable students and curriculums. Ideally, guide the students to where they are comfortable to self-reflect with you. This of course means guiding the kids to where they have the confidence and insight to self-reflect and self-correct instead of relying (or even fearing) external assessment and correction.

Four steps for students to give and get safe and effective feedback.

Uplift focuses on the creation of an atmosphere in which students build on existing strengths and grow their self-confidence. Dangerous to an atmosphere of uplift are traditional assessment practices.

Learning needs to change. Ideally schools could adopt a student-pulled curriculum (instead of a push system, which is what we overwhelmingly have), based on their own needs and interests.

Importance of encouraging exploration, context, and challenge.

So what’s agility? You’ll get different answers from different people, but you’ll likely pick up on a strong leitmotif of collaborative work.

Reflections on educational improvements through student choice, self-regulation, and challenge.

Approaches to encourage learner ownership and self-regulation using Agile principles.

STEAM projects provide an excellent avenue for student engagement and excellence through student choice, buy-in and challenge.