Explore the framework. Get certified to implement it with your students.
Whether you're teaching in a STEM lab, CTE pathway, or project-based classroom, students need more than content coverage. They need habits that prepare them for real work and real life.
Learning Sprints give students a consistent structure to:
Students get frequent input and actually act on it.
They develop self-direction skills essential for project-based learning and technical careers.
Sprints create rhythm and structure that support learning autonomy.
Whether students work solo or in teams, the Sprint routine gives them a common cadence—like shared music that keeps everyone in sync.
Short, focused learning cycles help students improve quickly, reinforcing what they know and showing real gains in skill with each Sprint.
Learning Sprints create a rhythm of purposeful repetition that strengthens understanding and accelerates proficiency over time.
Learning Sprints follow a clear, repeatable rhythm that helps students stay focused, reflect often, and build skills over time.
This structure gives both students and teachers a shared sense of how learning flows. It reduces guesswork, builds accountability, and creates space for student agency to grow.
Below, you'll see how each part of the Sprint supports intentional learning and growth.
Discrete Steps in the Self-Directed Learning Process
Each Learning Sprint contains five self-directed learning routines, which guide the process of goal-setting, learning, and reflection.
Update learning goals so they are clear, actionable, and ready to work on.
Students review and update their Learning Backlog by breaking big goals into smaller, manageable steps. This keeps their priorities organized and prepares them to start each Sprint with clarity and focus.
Choose goals and break them into tasks to complete by the end of the Sprint.
Students pull from the Learning Backlog and use the Learning Canvas to turn selected goals into a clear, realistic plan. They define what to work on, how, and when—building purpose and direction into their Sprint.
Track progress, get feedback, and adjust as needed to stay on course.
In brief mid-Sprint check-ins, students assess how things are going, surface obstacles, and adapt. These five-minute conversations help them stay focused, accountable, and supported throughout the Sprint.
hare the results of the Sprint and adapt future goals based on progress.
Students present what they’ve learned or created—a completed task, milestone, or skill demonstration—and reflect on how it went. The Review helps them see growth and adjust their Backlog based on feedback.
Reflect and improve how we learn, not just what we learned.
Students look back on the learning process itself: what worked, what didn’t, and what to change next time. This builds self-awareness, strengthens learning habits, and improves the overall experience of future Sprints.
Real teachers. Real classrooms. Real results.
Learning Sprints aren't theory—they're working tools teachers love using with students.
“It gave my students more clarity, more confidence, and more ownership in their work. And it gave me a routine I could trust every week.”
“This isn’t another add-on. It’s a structure that supports what I’m already trying to do, helping students think, reflect, and grow.”
“My students now ask for retros. They want to improve how they work together. That never happened before.”
Learning Sprints don’t just support classroom flow—they help students grow real, transferable skills.
Over time, students become more:
They lead their own learning with intention and develop agency.
With each routine, students have opportunities to adapt their work and learning.
Each routine helps students align with peers.
They examine how they learn and apply insights to keep improving over time.
The Agile Classroom Framework helps students develop self-direction, collaboration, and adaptability through a structured approach to learning. Click on each element below to learn how it supports student growth.
Help students and teachers see the learning process and track progress clearly.
Use an iterative learning cycle built on five self-directed routines that structure how students learn and grow.
Scaffold collaboration from individual efforts to coordinated teamwork and shared goals.
Support student autonomy by shifting from teacher-led to student-owned learning decisions.
Explore the resources, guides, and certification that help you make learning visible, collaborative, and student-driven—without starting from scratch.