Agile Classrooms Workbook

Participant Workbook
spot
Certified Agile Classroom Teacher
(ACT)
Agile
Classrooms©

JOHN MILLER
Chief Empowerment Ofﬁcer
Agile
Classrooms©
www.agileclassrooms.com @agileschools john@agileclassrooms.com

21st Century Learning
ﬂic.kr/p/rsBjzt
“The illiterate of the
21st century will not
be those who cannot
read and write, but
those who cannot
learn, unlearn, and
relearn.” -Alvin Toffler

How might this relate
to the classroom and
learning?
20th Century
Table Talk
Discuss with your Table Group:
1. Rate each quadrant
according to how much of
that property was present?
2. Answer the questions for
each quadrant with your
table group.
3. Then, answer the connecting
question in the middle.
?
Collaboration Empowerment
Visibility/Transparency Rhythmic Feedback
< Low Med High >
< Low Med High >
< Low Med High >
< Low Med High >
• How did they collaborate?
• What was the impact?
• Who was in charge of what?
• Describe the transparency
you saw.
• How could they have
improved transparency?
• Why is transparency
important?
• Was work being pushed
or pulled?
• What was the relationship
between “boss” and
“employee”?
• Where was the feedback?
• What was the
“rhythm” (frequency) of
feedback?
• Where did the feedback
come from?
What is 21st Century Learning1
© 2015 Agile Classrooms This work is licensed under a Creative Commons
Attribution-ShareAlike 3.0 Unported Licensewww.AgileClassrooms.com
©Agile Classrooms, LLC 2015
@agilechools john@agileclassrooms.comwww.agileclassrooms.com
2
Agile
Classrooms©

How might this relate
to the classroom and
learning?
21st Century
Table Talk
Discuss with your Table Group:
1. Rate each quadrant
according to how much of
that property was present?
2. Answer the questions for
each quadrant with your
table group.
3. Then, answer the connecting
question in the middle.
?
< Low Med High >
< Low Med High >
< Low Med High >
< Low Med High >
• How did they collaborate?
• Who was in charge of what?
• How did they make work and
learning visible?
• How did it support feedback,
and collaboration?
• Why was is visibility important
in 21st Century work?
• Was work being pushed
or pulled?
• What was the relationship
between “boss” and
“employee”?
• Where was the feedback?
• What was the “rhythm” or
frequency of feedback?
• Where did feedback come
from?
What is 21st Century Learning?1
3

Characteristics of Agile
Write the characteristics of Agile in the boxes below:
4

Compare/Contrast
Table Group
Rate what 21st
Century Skills you
saw in the Agile team
vs what you saw in
the Candy Factory.
Using a scale of 1-5:
1 - Not At All
5 - A Whole Bunch
Source:
Partnership for 21st Century Learning
www.P21.org
< Low Med High >
< Low Med High >
< Low Med High >
< Low Med High >
LEARNING & INNOVATION SKILLS
Creativity &
Innovation
Critical Thinking &
Problem Solving
Communication &
Collaboration
LIFE & CAREER SKILLS
Flexibility &
Adaptability
Initiative &
Self-Direction
Social & Cross-
Cultural Skills
Productivity &
Accountability
Leadership &
Responsibility
5

Section Reflection
What Did I Like? What Surprised Me?
What Ideas Were Sparked? My Key Takeaways
6

AGILE CLASS
OVERVIEW
The Framework

Agile Classroom Framework
Graphic Organizer
Write the names of the 5
Elements of the Agile
Classroom Framework.
Circle the element you
might be most interested
in exploring further.
Agile
Classrooms
Framework
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
What is Agile Classrooms?2
8

Deepening
Learning
Enriching
Relationships
Broadening
the Future
Describe the 3 Goals
What is Agile Classrooms?1 What is Agile Classrooms?2
9

10

CONCEPTS
CONCRETE
REVIEW
11
CONNECT
How does this connect with
my goals and experience?
The most important concepts I
learned?
How might I apply what I learned?
How might I sum up the learning
in one or two sentences?
CONCLUSION

Building an Agile Classroom
12

ﬂic.kr/p/7RP71j
Learning Alliance
“Forming an empowering
learning relationship from
the start creates a climate
for trust, collaboration, and
empowerment to grow.”

Learning Alliance
Concept Map
• Name the 4 Parts of
the Learning Alliance.
• When should this
happen?
• What are the beneﬁts
of investing time on
this with your
classroom?
How do we design an empowered Learning Alliance?3
14

Learning
Agreement
Committing to the values
of our Learning Community Learning Radiator #4
Class/Team:

Visibility/Transparency
< Low Med High >
< Low Med High >
< Low Med High >
< Low Med High >
Learning Agreement
CARD DECK
Learning
Agreement
We Believe In So We Will
Support
we will ask for
each
other
for help when we
need it.EXAMPLE
Learning
Agreement
some value
commit to some
behavior
Learning
Agreement
some value
commit to some
behavior
Learning
Agreement
some value
commit to some
behavior
Learning
Agreement
some value
commit to some
behavior
Learning
Agreement
some value
commit to some
behavior
Learning
Agreement
some value
commit to some
behavior
Learning
Agreement
some value
commit to some
behavior
16
Learning Agreement Cards

Lindsay Ensing, Creative Commons 2.0

https://ﬂic.kr/p/aikkbD
On Your
Mark
What do we need to do
to be Ready to Learn?
Class/Team:

On Your Mark Cards
On Your
Mark
Card Deck
What do we need
to do to be Ready
to Learn?
Image Source Lindsay Ensing, Creative Commons 2.0

https://flic.kr/p/aikkbD
On Your
Mark
Ready For Means We Will So That
To Start
Class
hang up our
Learning Canvas
when we get
to our desks
We have the
information we
need to self-
manage our
learning.EXAMPLE
On Your
Mark
some activity
or event
perform
some action
at a specific
time
some benefit
On Your
Mark
some activity
or event
perform
some action
at a specific
time
some benefit
On Your
Mark
some activity
or event
perform
some action
at a specific
time
some benefit
On Your
Mark
some activity
or event
perform
some action
at a specific
time
some benefit
On Your
Mark
some activity
or event
perform
some action
at a specific
time
some benefit
On Your
Mark
some activity
or event
perform
some action
at a specific
time
some benefit
On Your
Mark
some activity
or event
perform
some action
at a specific
time
some benefit
18

Finish
Line
What does it mean to
declare ﬁnished?
Class/Team:
Image Source Tylana, Creative Commons 2.0

https://ﬂic.kr/p/96yqiz

Finish Line Cards
Finish
Line
What does it mean
to declare finished? Card Deck
Finished For Means We Will Have So That
The Class
Learning Canvas,
Sticky Notes,
and Markers
Back In Team
Bin
So that can
keep the
classroom in
order
FINISH
LINE
EXAMPLE Finished For Means We Will So That
some
activity or
event
perform some
action
some benefit
FINISH
LINE
Finished For Means We Will So That
some
activity or
event
perform some
action
some benefit
FINISH
LINE
some
activity or
event
perform some
action
some benefit
FINISH
LINE
some
activity or
event
perform some
action
some benefit
FINISH
LINE
some
activity or
event
perform some
action
some benefit
FINISH
LINE
some
activity or
event
perform some
action
some benefit
FINISH
LINE
some
activity or
event
perform some
action
some benefit
FINISH
LINE
19

Visible Classroom
“By making the
invisible visible,
students begin to
claim mastery over
their own learning.”
ﬂic.kr/p/7D8AdS

What is a Learning
Radiator?
Learning Radiators
Concept Map
• What is a Learning
Radiator?
• Write in the 4 types of
Learning Radiators as
we learn about them.
• Use the quadrants to
write in any notes
about these Learning
Radiators as we learn
more together.
?
___________ ___________
___________ ___________
How do we create the Visible Classroom?4
21

Imageﬂic.kr/p/7bhdXo
Learning
Canvas
See Learning in Flow
Make the learning
process visible

The Learning Canvas
When the process of learning is hidden, we
rob our students of the capacity to learn how
to learn. The Learning Canvas takes the
process of learning from the shadows and
projects it vibrantly on to the walls, so that
students can claim it for their own.
It creates shared clarity on the core
questions of learning. What are we going to
learn? How am I going to learn it? What are
we focusing on now? What did we
accomplish? What is next? Where do I need
help?
This visibility of process and content, evokes
in students a sense of perceived control over
the learning process, reducing anxiety and
promoting conﬁdence to drive their own
learning.
“This goal, learning to
learn, should be the
primary goal of
education”
Nina Smith
-Choose How to Teach, Teach How to Choose
23

Powerful Feedback Questions
Visibility/Transparency
< Low Med High >
< Low Med High >
< Low Med High >
< Low Med High >
Goals Tasks Doing Done
Essential
Question
Need
Help
www.AgileClassrooms.com
? !
THE LEARNING CANVAS
Class/Team:
© 2014 Agile Classrooms
24

The Learning Canvas provided
is a catch all that will work in
most situations. Make it your
own by mapping out your
unique Flow of Learning for
your classroom. For example,
you might add a Review
column to assess learning
before moving to Done.
This is your canvas.
The paint brush
is in your hands
25

Designing the Learning Canvas
1. Set the Context
For the whole class, for
teams, or for individual
students.
4. Create Cards
Anything that you want to
track can be a card. A
learning objective, inquiry,
project goal, job, skill,
strategy, or even a student.
2. Get a Canvas
You can start with our
template or you can
design your own from a
blank slate.
5. Use the Canvas
Use the Learning Canvas to
help model and guide the
learning process to your
students. Students love to see
their progress. The clarity
evokes focus and learning
conversations
3. Flow of Learning
Imagine you glue your
self to a learning goal.
What is the path it goes
through from inception
to completed? Map these
steps onto your canvas.
6. Evolve the Flow
See the learning in flow will
reveal new insights and
opportunities that you never
expected as you do.
26

Cards
A deck of cards is simple, consisting of only 4 suits and 13 ranks. Yet, from this basic set, an infinite number of
card games are created. The classic card deck does not tell you what or how to play, but, gives a common
structure for game design and game play. The Learning Radiators are designed like that, respecting your
need to differentiate learning to your classroom. It employs two adaptive structures: (1) card types and (2)
tailoring the canvas design.
Learning Cards are prompts and cues to sufficiently guide learners through their learning journey. Just as the
standard playing card deck has 4 suits, Agile Classrooms categorizes learning cards into 4 categories:
Goals - desired outcomes, such as learning objectives, skill development, inquiries, or project objectives.
“What are we learning and achieving?”
Tasks - the small steps to meet the objective. If you there are areas in which stoutness are not ready to
design their own tasks, you can do so as the teacher and place it on the Goals Canvas. “How do we
achieve the objective?”
Strategies - the process of learning, broken down into discrete steps. Making metacognition visible, so
students can learn how to learn. For example, one teacher created a Writing Process Deck and had
students you the cards as a scaffolding for students to be self-directed in writing. “What skills do we learn
and use?”
Wildcards - create your own card type. Some have created student name cards to track their the flow
through proficiency levels, chores, school activities. Whatever you want to track, you can make it.
Image ﬂic.kr/p/65fk7T
27

Learning Radiators My Teacher Toolbox
Section Reflection
• Write down as
many Learning
Radiators as you
can recall in the
left side.
• Write which ones
you will want to
add to your teach
toolbox on the
right side.
• What beneﬁts
might they bring
to your
classroom?
28

“A repeating tempo of
feedback loops that
guides self-organized
learners in achieving their
goals within a fixed time.”
Learning Rhythm
ImageSourceﬂic.kr/p/oCAAhH

Learning Rhythm
Concept Map
• Work with your table
group to recall the
events and artifacts of
the Learning Rhythm
by ﬁlling in the names
on the concept map
Plan Review
Reflect
Check-In
Rhythm
Learning
Class Goals Learning
Portfolio
How do we establish a Learning Rhythm?5
30

Concept Map
• Unpack the event
using this concept
map.
• Use the Self-Directed
Learning Skills & the
21st Century Skills
reference sheets in
the back of this
workbook to identify
skills.
Planning Part 1
Outcomes
Why is it important?
What are the steps? What Learning Radiators are being used
and how is it supporting the process?
Describe the
feedback at work?
What are the Students doing?What is the Teacher is doing?
What skills are used?
Unpacking the Rhythm
31

Concept Map
using this concept
map.
21st Century Skills
reference sheets in
the back of this
skills.
Planning Part 2
Outcomes
Describe the
feedback at work?
32

Concept Map
using this concept
map.
21st Century Skills
reference sheets in
the back of this
skills.
Outcomes
What are the steps?
Check-In
What Learning Radiators are being used
Describe the
feedback at work?
33

Activity
Concept Map
using this concept
map.
21st Century Skills
reference sheets in
the back of this
skills.
Review
Outcomes
Describe the
feedback at work?
34

Concept Map
using this concept
map.
21st Century Skills
reference sheets in
the back of this
skills.
Reﬂect
Outcomes
Describe the
feedback at work?
35

Dance to Your Rhythm
Desciption Guidance Our Cycle Length Is:
What: A repeatable learning cycle during
which goals are set and achieved within.
Time-box: Usually between 4 to 8 class
periods or 2- 4 weeks.
Faster feedback and more practice with the
rhythm will develop self-directedness
muscles faster.
Balance this out with how often you meet
with the class and the amount of time
needed to learn the topics. You can use
Every ____________ periods / weeks
Desciption Guidance Our Planning Rhythm Is:
What: Goals are selected and discussed for
the Cycle.
When: First Period of the Cycle
Time-box: 5% of the Cycle Length
# Class Minutes in Cycle x .05 = Plan
Time-box
Example: 4 class periods of 90 min each
360 min X .10 = 18 min in Planning.
Time-box: ________ Minutes
List Class Dates & Time:
Desciption Guidance Our Check-In Rhythm Is:
What: Accountability check on their
progress, highlighting where need support.
When: Each Period
Time-box: 5 minutes each period
By default, this is at the start of each
period, If your students need more
accountability support, you may want to
increase this to every 25 minutes of a
period.
_________ x’s per period
Desciption Guidance Our Review Rhythm Is:
What: Learners demonstrate completed
learning and project goals and are formally
assessed.
When: Last Period or at the end of the
Period before
Time-box: 5% of the Cycle
Same guidance as in Planning.
You may want to extend the time-box for
Review if you have students take a test as
part of their Review.
Desciption Guidance Our Reflect Rhythm Is:
What: Learners inspect on their learning,
interactions, and environment then decide
on improvements
When: Last Period of the Cycle
Time-box: 2% of the Cycle
If the students will often take a test as part
of their Review, then, you may want to
consider if you want to hold the Reflect
event after they receive their tests back to
act as an input to their Reflection.
Cycle Length
Review
Check-Ins
Plan
Reflect
36

Planning:How
Review
Plan
What
Learn
LearningCanvas
How
LearningPortfolio
Reflect
Support
Feedback
Learners
ShowAssess
GrowReflectionCanvas
•Goalsarechosenfor
thecycleandplaced
ontotheLearning
Canvas
•Goalsarebroken
downintoactivities,
•Learnerscoordinateto
achievetheirgoals.
•RegularCheck-Ins(at
leasteachperiod)for
support,coordination,
andfeedback.
•Progressismadevisible.
•Attheendofthe
cycle,learningis
demonstrated.
•TheLearning
Incrementis
assessedandadded
totheLearning
Portfolio.
•Teacherandlearners
reflectonthelearning
&theirinteractions.
•Committospecific
actionsforgrowth&
improvementforthe
nextcycle.
THELEARNINGRHYTHM
“Arepeatingtempooffeedbackloopsthatguidesself-
organizedlearnersinachievingtheirgoals.”
Teacher
www.AgileClassrooms.com@agileschools
ImagesCourtesyofflaticon.com

Self-Directed Learning Skills
Use this Self-Directed Learning Skills list as a reference while you are
completing the concept maps.
Self-Managing
Goal-Setting
Strategic Planning
Self-Efﬁcacy
Goal Orientation
Intrinsic Interest
Self-Monitoring
Attention
Focusing
Self-Instruction
Self-Monitoring
Help-Seeking
Self-Modifying
Self-Evaluation
Attributions
Self-Image as a Learner
Adaptability
38

21st Century Life & Career Skills
Use this 21st Century Skills list as a reference while you are completing
the concept maps.
Learning & Innovation Skills
Creativity & Innovation
Critical Thinking & Problem Solving
Communication & Collaboration
Life & Career Skills
Flexibility & Adaptability
Initiative & Self-Direction
Social & Cross-Cultural Skills
Productivity & Accountability
Leadership & Responsibility
Source Partnership for 21st Century Skills www.p21.org
39

Reflection Canvas #1©2014AgileClassroomswww.agileclassrooms.comImages:ﬂaticons.com
ThisworkislicensedunderaCreativeCommons
Attribution-NonCommercial4.0InternationalLicense.
Agile Classrooms©
Where to GROW?What GLOWED?
Now I KNOW!What to THROW!
Section Reflection
40

The Journey
The Journey
Image Source ﬂic.kr/p/fNjYPD
“A scaffolded approach
to growing
self-organization in your
classroom”

Reference
Scaffolding Into Self-Organization
42

Collaboration Dial Empowerment Dial
21st Century Learning Dials
What is your Journey?6
43

The 4 Learning Zones
At the
Intersections of
Collaboration and
Empowerment
44

Collaboration Levels
45

Collaboration Dial & DOK
Level Depth of Knowlege Description Collaboration Levels
DOK 1 Recalls facts, information, or procedures. 1 - Connect
DOK 2 Uses information or conceptual knowledge, two or
more steps, etc.
2 - Cooperate
DOK 3 Requires reasoning, developing a plan or a
sequence of steps, involves some complexity, more
than one possible answer.
3 - Coordinate
DOK 4 Requires investigation, time to think, and processing
of multiple conditions.
4 - Collaborate
Based on the article ”Questioning Strategies for Teaching Cognitively Rigorous Curricula”
Source URL: http://www.standardsco.com/publications/ Standards Company
46

Empowerment Levels
47

Empower Scale
4. Coach
3. Partner
2. Guide
1. Direct
0. Not Informed
Rate Your Classroom Empowerment
Function/Activity Rating Shift To
Example: Creating Rubrics, Goals, Tasks 1 2
48

Learning Cycle Events (Empowerment Boundaries)
Plan: Goals Plan: Activities Check-In Review Reflect
D. Self-
Direct
3-4
Partner-Coach
4
Coach
4
Coach
3-4
Partner-Coach
3-4
Partner-Coach
C. Self-
Regulate
2-3
Guide-Partner
3-4
Partner-Coach
3-4
Partner-Coach
2-3
Guide-Partner
2-3
Guide-Partner
B. Self-
Monitor
1-2
Direct-Guide
2
Guide
3
Partner
2
Guide
1-2
Direct-Guide
A. Self-
Execute
1
Direct
1
Direct
1
Direct
1
Direct
1-2
Direct-Guide
Self-DirectedLearning
Stratified Self-Direction Model
©
49
EMPOWERMENT LEGEND
1
DIRECT
2
GUIDE
3
PARTNER
4
COACH

Learning Cycle Events (Empowerment Boundaries)
Plan: Goals Plan: Activities Check-In Review Reflect
Empower
Empowerment
©
EMPOWERMENT LEGEND
1
DIRECT
2
GUIDE
3
PARTNER
4
COACH

How to Determine Stage
Determining a Student’s Degree of Self-Direction
The SSDL model does not contain any method for reliably ascertaining a student’s degree of self-direction. This is a major
weakness, but not a debilitating one.
Teachers using the model have confirmed to me that they, too, find it possible to make workable estimates of students’ stages.
From them, and from my experience, I’ve gathered some clues to look for when estimating a student’s degree of self-direction:
1. Notice the student’s level of motivation. Does he take assignments and run with them, or does he do the minimum, and in a
perfunctory way? Does he come to class on time?
2. How well does the student perform when asked to take initiative in an assignment? Is she stopped by the first obstacle, or
does she invent ways to continue? Can she explore a topic on her own, or does she always need a series of steps to follow?
3. Does the student participate in class discussions? Does he come prepared? Does he not only read the assignment, but
actually learn from it, remember it, and make it his own?
4. How much detailed direction does this student require? Can she take a suggested extra credit assignment, develop it, and
relate it to the course? Or does she insist on having everything spelled out–exactly what to do, when it is due, how many
points it is worth?
5. How well does this student work with others on group projects? Can he take a project, define it, break it into tasks, schedule
the tasks so that the group completes them, and finish the project on deadline, up to standard, and with an internal
understanding of why it was important?
6. How much pressure does this student put on you (the teacher) to be an authority figure who dictates the learning cycle? To
what extent does this student want to take charge of her own learning?
7. Can this student practice on his own to assimilate the skills necessary to the subject? Or does the practice have to be
mandatory and directed?
8. In the case of a dependent learner, to what extent does the dependency result from a lack of skills (which he is learning),
and to what extent does it result from a lack of interest, low confidence, low motivation, and discouragement?
Dr. Gerald Grow
http://longleaf.net/wp/articles-teaching/teaching-learners-text/ssdl-determine-stage/
50

A. Self-Execute B. Self-Monitor C. Self-Regulate D. Self-Direct
4. Collaborate
ZONE 2
Interactive
ZONE 4
Self-Organized
3. Coordinate
2. Cooperate
ZONE 1
Traditional
ZONE 3
Independent
1. Connect
Collaboration
Empowerment/Self-Directedness
Four Learning Zones
51

Section Reflection
What Might Help Us Move to the Next Level?
What Might Pull Us Down?
52

Resources
WEBSITES
•Agile Classrooms AgileClassrooms.com
•Agile Classrooms Blog
blog.AgileClassrooms.com
•Scrum Alliance scrumalliance.org
•Staged Self-Directed Learning Model http://
longleaf.net/wp/ self-directedlearning.com
•Eduscrum eduscrum.org
•Agile Learning Centers alc.org
•Self Directed Learning
SelfDirectedLearning.com
• Ofﬁcial Scrum Guide www.scrumguides.org/
COMMUNITIES
•Agile Classrooms Online Community
https://groups.google.com/forum/#!forum/
agileclassrooms
•Scrum User Group
https://groups.google.com/forum/#!forum/
scrumalliance
BOOKS
•Co-active Coaching Henry & Karen Kimsey-
House
•Creativity: The Psychology of Discovery &
Invention Mihaly Csikszentmihalyi
•The First Days of Schools Rosemary and Harry
Wong
•Flow: The Psychology of Optimum
Experience Mihaly Csikszentmihalyi
•How We Learn Benedict Carey
•How We Learn Great Courses
•Leading Change John Kotter
•Personal Kanban Jim Benson
•Scrum: the Art of Doing Twice the Work in
Half the Time Jeff Sutherland
•Scrum for the Rest of Us Brian Rabon
•The Situational Leader Paul Hersey
•Self-Directed Learning Malcom Knowles
•Teach Like a Champion 2.0 Norman Atkins,
Doug Lemov
•Training From the Back of the Room Sharon
Bowman
•The 3 Keys to Empowerment Ken Blanchard

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