Teacher as facilitator: a case study of enhanced student agency

Abstract

This research investigates an enhanced agency classroom. A small class of 12 grade-six students undertook a two-week unit in which they could exercise their agency by choosing what they wanted to learn, how they wanted to learn it and how they wanted to be assessed. Qualitative data was collected in the form of a journal, written by the teacher-researcher who made detailed observations of his role, the role of the students, and the overall effects of providing such a classroom. Ultimately, the enhanced agency unit acted as a polarizing tool where some students were able to embrace their agency and increase their sense of engagement, motivation and academic outcomes, while others found the lack of structure and routine difficult to cope with. Recommendations for further research and how to more effectively enhance student agency are also made.