A glimpse of our PYP Professional Development workshop in action

Agency, action and engagement (Cat 3) workshop

Contributed by Rima Singh, IBEN

This workshop offered participating educators a valuable opportunity to examine learning and teaching through the lens of agency, action and engagement.

Across the two days, participants engaged with a range of inquiry-driven protocols designed to help schools identify and respond to the needs of both local and global communities. These protocols encouraged educators to consider ways that nurture understanding and sensitivity, what the community needs and what can be done to create positive change. Together, we explored how agency, action, and engagement foster student-centred learning and promote a school-wide ecosystem of engagement. We also reflected on the knowledge, skills, and values needed to take responsible, ethical action in addressing issues of sustainability, social justice, and global challenges.

Day 1 began with an inquiry into the meaning of engagement and its impact on people and the planet. Participants reflected on their current practices, identifying strengths and areas for growth. Through collaborative discussion, they examined how attitudes and attributes for engagement impact curriculum design and learner experience.

Day 2 extended this journey, focusing on how participants could develop approaches to learning (ATL) skills through engagement with global movements that address ecological and social justice. They also created programme development and action plans, envisioning how purposeful engagement can translate into action. The final session concluded with sharing and celebrating their learning, anchored in practical implementation and peer feedback.

Among the protocols explored, several resonated strongly with participants:

Problem-o-meter protocol: Recognised as a valuable tool for promoting agency by enabling students to identify, assess, and act upon issues meaningful to them and their community. The highlight was creating the ‘I hope’ statements, which were a simple but effective way to inspire students to engage deeper, set goals and work towards them while fostering a supportive and growth-oriented classroom environment.

Why – why- why chain protocol: Appreciated for its ability to foster critical thinking and uncover root causes of real-world problems. Participants reflected on how this questioning approach could help students connect classroom learning with global issues, empowering them to take ownership of their learning and actions.

Curriculum spider web protocol: This protocol generated a lot of excitement, as the participants could see a visual representation of their curriculum that can be used to help design where and when learning happens. Participants noted how it could strengthen curriculum design that empowers students to engage deeply, take initiative, and act on their understanding.

Overall, participants left with practical insights and strategies to connect curricular goals to real-world contexts, enabling students to take meaningful action based on their learning.

For me, facilitating this workshop reinforced the power of purposeful engagement as a teaching principle and as a personal learning practice. Each interaction served as a mirror for my facilitation style, prompting subtle adjustments needed to foster greater collaboration. I also gained insights into how educators can scaffold students' journeys from agency to impactful action, with the unit of inquiry serving as a powerful framework for students to explore subjects in meaningful, transdisciplinary ways, making it ideal for fostering agency and action.

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