Explore the framework. Get certified to implement it with your students.
Scaffolding Student Growth Through Structured Support
The Spectrum of Choice and Collaboration provides a structured pathway for students to develop the skills of self-direction and teamwork. These two spectrums work together to gradually shift responsibility from the teacher to the students, ensuring they receive the right balance of support and challenge at each stage.
The intersection of these spectrums forms the Four Learning Zones, shaping how choice and collaboration evolve over time. By understanding and applying these spectrums, teachers can meet students where they are while helping them grow toward greater independence and teamworkāgiving students more control without teachers losing control.
Shift from Teacher-Led to Student-Led Learning
The Spectrum of Choice defines how much autonomy students have in their learning process. As students develop self-direction, the teacherās role shifts from direct instruction to coaching.
responsibility for their learning. The teacherās role shifts accordingly, from directing learning to coaching students in decision-making, ensuring they are supported while managing their own work.
While students gain more autonomy at each level, the teacher retains the authority to guide or adjust decisions when needed. This is done sparingly to support student agency and maintain accountability.
1ļøā£ Teacher-Led (Low Choice)
Educator Role: Instructor
Student Role: Follower
How It Looks:
The teacher makes decisions about learning goals, pacing, and priorities. Students observe and follow structured instructions, focusing on mastering foundational skills.
Example Language:
"Follow these steps to complete this task."
"Watch how I prioritize this backlog item."
2ļøā£ Co-Led (Moderate Choice)
Educator Role: Mentor
Student Role: Contributor
How It Looks:
Students begin making learning decisions with teacher guidance. They suggest ideas, contribute to planning, and take responsibility for small aspects of their learning. The teacher shares decision-making but still provides structure.
Example Language:
"What do you think should be our next focus?"
"How would you adjust this plan based on what youāve learned?"
3ļøā£ Student-Led (High Choice)
Educator Role: Coach
Student Role: Leader
How It Looks:
Students take full ownership of their learning. They set goals, plan their work, and make independent decisions. The teacher provides feedback but only steps in when necessary.
Example Language:
"What factors did you consider when setting this goal?"
"How do you plan to measure your progress?"
Growing Self-Direction & Collaboration for 21st Century Learning
The ability to self-direct learning and collaborate effectively are essential for student successānot just in school, but in life and work. The Spectrum of Choice & Collaboration helps students build these skills step by step, ensuring they are challenged appropriately without becoming overwhelmed.
š¹ Empowers students ā Gradually gives students more control over their learning.
š¹ Supports diverse learners ā Meets students where they are and scaffolds their growth.
š¹ Creates structured independence āEnsures students take responsibility while still receiving guidance.
š¹ Prepares students for the future ā Develops skills needed for college, careers, and lifelong learning.
By systematically adjusting autonomy and collaboration, Agile Classrooms help students thrive in an ever-changing world.
Shift From Learning Solo to Team Learning
The Spectrum of Collaboration defines how students engage with their peers, transitioning from working solo to functioning as a cohesive, self-organizing team. As students progress, they develop the skills to collaborate effectively, take responsibility for shared goals, and refine their work together.
The shift from individual work to team-based collaboration is not just about working togetherāitās about how decisions, responsibilities, and leadership evolve. As students advance, they move from parallel work (where each person is responsible for their own part) to fully interdependent teamwork, where tasks and goals are owned collectively.
1ļøā£ Solo Learner ā Low Collaboration
Facilitator Role: None
How It Looks:
Students work independently, refining their own goals without structured collaboration.
Minimal interaction with peersāstudents may exchange occasional feedback, but their progress is self-managed.
Responsibility is fully individual.
2ļøā£ Cooperative Group ā Moderate Collaboration
Facilitator Role: Teacher or Student Group Facilitator (Optional)
How It Looks:
Students work in small groups but remain responsible for their individual tasks.
They coordinate and support one another, but each person owns a distinct part of the work.
Groups are temporary and flexible, forming as needed to complete tasks.
Collaboration is structured, with the teacher guiding discussions and ensuring participation.
3ļøā£ Collaborative Team ā High Collaboration
Facilitator Role: Student Team Facilitator Required
How It Looks:
Students collaborate as a dedicated, long-lived team with shared ownership over goals and tasks.
They self-organize, distributing tasks dynamically instead of being assigned fixed roles.
Trust and accountability are keyāteam members support each otherās success.
The teacher steps back, allowing the team to take full responsibility for decision-making and problem-solving.
You can add more detail in this subtitle
The Spectrum of Choice and Spectrum of Collaboration help teachers scaffold student growth throughout the Learning Sprint, ensuring the right balance of autonomy and teamwork.
ā Choice levels apply to each individual self-directed learning routine within the Sprint (e.g., students might be at different levels of choice for Refinement vs. Review).
ā Collaboration levels apply to the entire Sprint, meaning students maintain a consistent collaboration structure across all five routines.
Adjusting Choice and Collaboration Between Sprints
At the end of each Sprint, teachers and students reflect on:
ā
Whether students are ready for more autonomy (moving up the Spectrum of Choice for specific routines).
ā
Whether students need more teacher guidance (moving down the Spectrum of Choice).
ā
Whether students are ready for more teamwork (moving up the Spectrum of Collaboration for the next Sprint).
ā
Whether students need more independent work (moving down the Spectrum of Collaboration).
These adjustments guide how the next Sprint is structured, ensuring students develop self-direction and collaboration at the right pace.
Empowering Students with Real-World Skills | Freeing Teachers to Do What They Love
Success today isnāt about memorizing factsāitās about self-direction, collaboration, adaptability, and problem-solving. The Agile Classrooms Framework is a 21st Century Learning OS, giving students a structured, iterative way to develop these real-world skills while making teaching more effective and engaging.
The Agile Classrooms Framework is made up of four elements:
Explore the resources, guides, and certification that help you make learning visible, collaborative, and student-drivenāwithout starting from scratch.