Activator: Two scenarios, which would your students choose and why? 3-5 mins
Goals: Share goals for session, participants pair-share 1 question with a partner they are wondering about as related to the goals and their professional practice. 3-5 mins.
Session Content: Presenter defines key terms & attributes of types of agency, then applies terms to specific classroom examples/non-examples. This portion answers the "What" and the "Why" of the topic. Participants pair-share their own examples using key terms & attributes. 10-12 mins
Framework: Presenter shares student agency framework and classroom strategies & scenarios that support or undermine the framework. This portion answers the "How to think about" the topic. Participants pair-share and affirmation and a challenge. 10-12 mins
Application to AI tools: Presenter shares sample prompts/classroom practices/real-world examples related to how AI tools can support 6 components of student agency. This portion answers the "What can I do" action elements of the topic. Participants pair-share 1 strategy that would be easiest to implement, and one strategy that they think their students would benefit from most. 20-22 mins
Synthesis & Action: Presenter facilitates process where participants identify an "Ah-ha", an "Action Step" and someone back in their district they will share what they learned and what they are going to do. 6-10 mins
After this session, participants will be able to:
Define agency and describe characteristics of highly agentic students.
Explain why many students choose compliance over agency, and how AI tools can be used to develop agency.
Identify strategies that support and build student agency - with or without the use of technology.
Identify and consider ways to apply, specific prompts that students can used with AI tools to support 6 characteristics of highly agentic students.
Frontier, Tony (2025). AI with Intention: Principles and Action Steps for Teachers and School Leaders. ASCD.
Frontier, Tony (2025). Deeper Learning, Not Passive Compliance. Educational Leadership, 82(5), 18-23.
Deci & Ryan (2017). Self-determination Theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Reeve & Shin (2020). How Teachers can Support Students' Agentic Engagement. Theory Into Practice, 59(2), 150-161.
Back
Trips and Tours
