High Choice | Low Collaboration
Student-Led with Teacher Support
In the Independent Learner Zone, students take ownership of their learning while still receiving teacher guidance. They follow structured learning routines but make more decisions about their tasks and how they complete them.
High choice: Students begin making decisions about their learning and workflow.
Low collaboration: While they may seek light peer support, they primarily manage their own work.
Teacher as a guide: The teacher shifts from directing work to coaching, helping students reflect, problem-solve, and stay accountable.
Self-directed learning: Students follow structured routines but take increasing control over their learning process.
This zone helps students:
✔ Take more ownership of their learning.
✔ Develop problem-solving and self-management skills.
✔ Make choices within structured learning routines while receiving teacher support.
Students are developing independence but still benefit from teacher check-ins, structured guidance, and feedback to ensure they stay on track.
Students in this zone take more control over their learning while following structured routines.
Refinement: Students manage their own Learning Backlog Items (LBIs) with teacher support.
Planning: Students set their own Sprint goals and create their own task breakdowns.
Check-In: Students check in individually, updating progress and discussing challenges.
Review: Students present their work and reflect on their learning process.
Retrospective: Students set personal improvement goals based on their reflections.
Each of the five self-directed learning routines that make up the sprint helps students build the confidence and skills needed to take full responsibility for their learning.
✅ Benefits:
Strengthens self-management as students take ownership of their learning.
Develops problem-solving and independent decision-making skills.
Builds confidence in working autonomously while following structured routines.
⚠️ Challenges:
Some students may struggle with time management and prioritization.
Requires consistent check-ins to ensure students stay engaged and on track.
Students may hesitate to seek help, needing coaching to develop self-advocacy skills.
Ranges from Co-Leader to Coach
Supports students as they begin making more choices about their learning.
Shifts from structured direction to asking guiding questions that promote problem-solving.
Provides feedback and check-ins to ensure students stay on track.
Self-Directed Learner with Teacher Support
Works independently but still follows structured learning routines.
Begins making decisions about how to complete tasks within clear guidelines.
Seeks teacher support when needed but manages their own learning process.
The goal is to help students become fully self-directed learners while ensuring they have the right level of support. Teachers can guide this transition by:
Encouraging students to reflect on their learning process and make adjustments.
Helping students set goals, manage time, and track progress independently.
Gradually reducing direct interventions, allowing students to take more responsibility.
Allowing room for productive struggle—letting students face small challenges, learn from setbacks, and adjust their approach. This strengthens self-direction and builds a growth mindset.
Where Students May Transition Next
If students are ready for full collaboration, they move to Zone 4: Self-Directed Team, where they apply both self-direction and collaboration—the foundation of 21st-century skills and agility. This is the ultimate goal, as it develops their ability to manage their learning while working effectively with others.
If students need more structured collaboration, they may transition to Zone 2: Cooperative Group, where they can practice teamwork with teacher guidance before moving toward full independence.
If students struggle with independence, they may shift back to Zone 1: Dependent Learner to rebuild foundational skills before progressing again.
Transitioning between zones is not always linear—students may move between independent and cooperative learning as they refine their skills. However, the goal is to help all students grow toward Zone 4, where they can confidently manage their learning and collaborate effectively, preparing them for lifelong learning and adaptability.
Learning Zones are designed to scaffold student agency and collaboration, ensuring that students develop the skills they need at the right pace.
Students in Zone 3: Independent Learner are developing the ability to manage their own learning while still benefiting from teacher guidance. They work independently, making decisions about their tasks, while the teacher supports them through coaching and structured check-ins.
As students build confidence in their ability to self-direct their learning, they can gradually move toward fully student-directed team collaboration in Zone 4.
Want to see how all the Learning Zones connect?
Explore the Learning Zones Overview
to see how choice and collaboration evolve across all four zones.
Or, click on a Learning Zone in the diagram below to dive deeper into its structure and impact.
Click on the image to get more information
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.
Making the Learning Process and Progress Visible to All
An iterative learning cycle composed of 5 self-directed learning routines.
Scaffolding competencies to work with groups.
Scaffolding student autonomy
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