2.4 Agile Learning Centers
Last updated
Last updated
In (ALCs), students take charge of their own learning in a diverse community that includes fellow students and facilitators. Unlike traditional schools, ALCs don't have traditional teachers. Instead, they have Agile learning facilitators who play a role in helping learners with . These facilitators engage in various unconventional activities, such as trips to the park, card games, group reading, and other non-traditional school experiences. Some regular school activities are also part of the ALC environment.
In ALCs, students have the freedom to choose their activities and interests. They can also take breaks whenever they need during the day. The learning process in ALCs follows Agile learning cycles, which begin by setting intentions, then move into creating, reflecting, and sharing, and then restart the cycle by setting new intentions.
An example of an intention is “I want to move today, take care of my body, and do some exercises”. An example of creation for that intention is “I go to the park and play hide and seek with my friends”. An example of reflection is “I feel happy after playing, I moved a lot, and I laughed with my friends. I enjoyed it”. An example of ‘sharing’ for the same intention is “I wanted to move today and do exercises, I went to the park, and I feel very happy about it, my intention for the day is fulfilled”. An intention can be something more complex as “I want to learn to code”, and this will bring the student to have a longer creation/action phase, or several Agile learning cycles related to the same intention.
From a nurturing soil, and strong valuable roots, the trust in each other grows, and the sense of community grows, bringing us to feel protected, supported, valued, and able to do anything, even failing as we are in good trusting hands, the trunk is the community.
To support the Agile learning cycle, which is built on a foundation of trust, values, and principles, Agile Learning Centers (ALCs) have incorporated various Agile practices. Think of these practices like the leaves on a tree. These practices cover a wide range of activities, including using Kanban boards to structure daily or weekly schedules, keeping track of progress, documenting the learning journey, and employing various other strategies.
Disclaimer: Implementing the practices, tools and processes of Agile learning without practicing deep trust, and Agile values is not Agile Learning.
To explain Agile learning the tree analogy is often used. Agile learning is rooted in deep trust, trust in students, in others, in yourself. Trust is the soil. The roots that grow in the soil of trust are the three .
The branches of our tree are the .
For more in-depth information on Agile Learning practices, you can explore the and visit the Erasmus+ project .
