Maximizing Student Agency: Implementing Essay On Student-Centered Learning Practices.

Strategies to Manage a Classroom

1. To ensure that the students have improved their agency, there are various short-term and long-term goals that, as a teacher, I will use. They are inclusive of the following:Setting up clear expectations based on autonomy and how, as a teacher, you can be able to check with the learners (Zeiser & Scholz et al. 2018). For a teacher, being precise is very vital as it becomes easier for the learners to engage on what as a teacher you mammy be talking about because they already know that there are specific things that are going to work and those that they are not going to work as far as the learning process is concerned. A good example is when maybe there is a subject where the students have to read heir on the book for fun. It is good to have to guide them on which specific material they will have to use and why to improve their agency (Leijen & Pedaste et al. 2021), both in the long run and in the short term basis. Students, therefore, work well under the supervision and proper clarification.
   
   
2. As far as the fact that inquiry learning may not be compelling enough to parents as a form of learning that can go a long way to bring the best out of the learners, it will be better if the advantages of inquiry learning are illustrated to the to make them understand the more excellent picture. Inquiry learning does increase the cognitive capacity g the learners; as a learning method, it pushes the learners to more than just what they can remember (Leijen, Paste, et al. 0221). It gears the learners to remember what they have learned and helps them apply their knowledge in a particular domain, draw connections relating to specific ideas, and come up with something new. In this case, it may result in innovation among the learners. Moreover, inquiry learning increases intellectual risk-taking as they tend to make the students get out of their comfort zones and take up the challenge. Other than that, the inquiry learning methods help the learners develop vital practical skills necessary for success in the century we are in as a world (Vollmer, 2021).
   
   
3. E:What I'm excited about in introducing more student and voice choice is the idea that the learners feel a form of investment as far s their won learning process is concerned, which at times may end up igniting various passions which can be able to increase their persistence in what they do in their academic course.

W: The most important thing that worries me is that all the students have to be on the same page regardless of their interests, cognitive capabilities, and many other things. For this case, then I'm worried more about the general welfare of the needy students in the class. I'm also worried about the communication and existence of language barriers.

N: I need to find out about the student's different learning capacities to ensure that my learning inquiry method is inclusive to everyone, even those with particular special requirements. This will ensure that they also gain a lot from the others and the teacher.  

S: the better strategies that will help me move forward with the aides I have is the fact is being able to manage the classroom both physical, mental, and emotionally; this will be able to create a proper bond among the students who will go a long way in making sure that they achieve or we achieve that the set goals are.

4. Collaborating panning process is guided by the following three keywords a process that can be used to determine the most appropriate options as far as the curriculum is concerned as well as making any necessary adjustments for those students or learners who may have a disability or particular need (Serkan et al. 2019). A learner is developed bearing a student t in mind by creating a culture of both inquiry and creativity, by also emphasizing relevance over the process of engagement and sharing out the learning targets that have been set. By sharing what achievements you want t to achieve as a class, it is essential to share it with the learners, so they know what is required of them to make proper outcome decisions (Mukharyamovaa et al. 2018). Collaboration with an all-level colleague does not necessarily mean that all learning should be the same. Learners who are not the same as others may need different learning styles to understand the topic.
   
   
5. The suggestions that I have for the for the designing and engaging of the learning processes include the fact that all students should contribute to what they want their learning process to be like and in this particular case the person student will have to respond t what is that they want their learning outcome to look like or rather the experiences that they want to be incorporated within their learning process (Klemen?i?, 2018).

 The students are involved in the planning process trough making them aware of what they will learn and also make them contribute to the experiences that they feel should be incorporated their learning process to bring out the better in them. The aspect of differentiation will be frame worked and build on upon by taking into account the various needs of the learners in order to ensure that they also get equal measure and attention as others so that in the long ran they are on the same page.

6. The two better exhibitions in the links are:

Knowledge and Technology (By SALMA ALHAYAT) is basically with the consideration suggested that we tend to grow our knowledge when we interact with other knowers. Our knowledge increases due to our interaction with the people who know what we do not know or know a lot more than we do.

Knowledge and Language (By Stella Kim) The fact that new knowledge can change an existing belief or already established values is because technology came with new knowledge, and that eroded many traditional values.

The worst exhibitions on the other and are inclusive of the following:

Some knowledge only belongs to some particular communities (SEUNG BIN MING); it is not true that some communities have some particular knowledge that is entitled to only a variety of communities. One thing that is a fact is that the communities only have specialized in whatever they do and not that they know the same alone.

Are some types of knowledge more valuable than others? (Peter Lee), I think every knowledge has its purpose, and no knowledge goes beyond the other as they all have their application. So no knowledge can best outdo the other.

7. There are two types of TOK assessments: the TOK exhibitions and the TOK essays. They both make it a center of exploration as far as the learning process is concerned. All the International assessment-based prompts do take or obtain or borrow ideas from the existing knowledge of questions. Members usually have access to the two practice-based essays that they can also use to prepare students for the final essay-based tasks (Rutherford et al. 2019). The level 5 assessment usually has characteristics similar to these. The advantage of both internal and external assessments is that they aim to improve the learner's capabilities of retention as they evaluate the understanding of learners. However, it is expensive to carry out internal and external assessment activities.
   
   
8. The best mark as a teacher I would award on the basis of what the content is portraying for instance if the facts stated by the students in their exhibitions are when the marks will be awarded in full, For instance if the student proposes a topic and goes ahead to prove the topic with the very best outcomes in terms of research to support the same then he or she gets the best mark. My lowest mark would therefore be given on the basis of who has not gone to the extent of proposing a viable topic and later proving its importance or relevance. If the student therefore as proposed a viable topic nada los accomplished the topics in the best way possible it will mean that he or she will have scored a higher mark. If the topic is stated but there is no relevance or there is no convincing data or the idea suggested is unrealistic then the students will receive lower marks. So marks will be awarded with corresponding adherence to realistic facts and the converse will apply (Gor-García-Fogeda et al. 2019).
   
   
9. This essay shows the typical characteristics of Level 3(Barkin, 2021), the grade given is 6. The characteristics are Acceptable, Conventional, Appropriate, and Competent. The claim in this title has been studied across disciplines in biology and economics. Questions of knowledge related to opposing perspectives are always focused, as the given title demands. However, the author emphasized the benefit that the contrast of perspectives that produce robust knowledge and a higher level of refined knowledge will produce. Is that the health of a discipline?

The essay response is not solid and direct enough. The essay is well organized, with paragraphs devoted to claims and whether contrasting perspectives in science and the humanities are essential (Cokley, 2018). This essay displays the characteristic typical of level 3; the mark awarded is 6. The characteristics are acceptable, mainstream, adequate, and competent.

This essay displays the characteristic typical of level 5; the mark awarded is 9. The characteristics are convincing accomplished.

References

Zeiser, K., Scholz, C., & Cirks, V. (2018). Maximizing Student Agency: Implementing and Measuring Student-Centered Learning Practices. American Institutes for Research.

Leijen, Ä., Pedaste, M., & Lepp, L. (2020). Teacher agency following the ecological model: How it is achieved and how different types of reflection could strengthen it. British Journal of Educational Studies, 68(3), 295-310.

Leijen, Ä., Pedaste, M., & Lepp, L. (2021). Teacher agency following the ecological model: How it is achieved and how different types of reflection could strengthen it. British Journal of Educational Studies, 68(3), 295-310.

Klemen?i?, M. (2020). Students as actors and agents in student-centered higher education. The Routledge international handbook of student-centered learning and teaching in higher education (pp. 92-108). Routledge.

Omdal, S. N., & Graefe, A. K. (2021). Investing in creativity in students: The long and short (term) of it. In Creativity and Innovation (pp. 205-221). Routledge.

Barkin, G. (2018). Either Here or There: Short?Term Study Abroad and the Discourse of Going. Anthropology & Education Quarterly, 49(3), 296-317.

Vollmer, C. (2021). Implementing Theory of Knowledge in a Non-IB Immersion Context: Benefits, Challenges, and Solutions. In Educational Reform and International Baccalaureate in the Asia-Pacific (pp. 1-17). IGI Global.

Cokley, J. (2018). Communication, Culture, and Society in Papua New Guinea: Yu Tok Wanem?. Island Studies Journal, 7(1), 166-167.

Gor-García-Fogeda, M. D., de la Cuerda, R. C., Tejada, M. C., Alguacil-Diego, I. M., & Molina-Rueda, F. (2019). Observational gait assessments in people with neurological disorders: a systematic review. Archives of physical medicine and rehabilitation, 97(1), 131-140.

Rutherford, J., Santrampurwala, S., Lekanides, K., Rothwell, A., & Trudgon, R. (2018). Oxford IB Skills and Practice: Theory of Knowledge for the IB Diploma. Oxford University Press-Children.

Mukharyamovaa, L. M., Zhidyaevskija, A. G., & Tokranovab, K. P. (2020). The Quality of Higher Medical Education: Students’ Perceptions and Assessments. ?????????? ??????????? INTEGRATION OF EDUCATION, 24(2), 236.

Serkan Tok, M., Tufan Tekin, O., & Bicakci, K. (2019). Analyzing Turkish F and Turkish E keyboard layouts using learning curves. arXiv e-prints, arXiv-1905.