Agency, Action and Engagement - IB teacher workshop

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By Steven Gange

PYP Classroom Teacher

“ The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.”

As an IB World School, our mission is to bring this vision to life through a holistic educational experience. We aim to weave multiple strands of learning into a unified, purposeful approach—empowering students not just to understand the world, but to act meaningfully within it. In simpler terms, we seek to nurture a culture of curiosity, comprehension, compassion, and creativity.

But what does this really look like across an entire school? Within a teaching and learning team? Inside a single classroom?

I recently had the opportunity to explore these questions firsthand while attending an International Baccalaureate teacher workshop in Ho Chi Minh City, Vietnam. The focus of the seminar was on unpacking the concepts of Agency, Action, and Engagement and how these elements manifest in today’s learning environments.

Engagement

Imagine a classroom where students walk in each day asking, ‘What will I create today?’ instead of ‘What do I have to do?

As a group, we delved into the transformative power of engagement in fostering deeper learning. We reflected on the connections we build—with our students and within our school communities—and agreed on a shared understanding: **Engagement is the level of attention, curiosity, interest, and passion students demonstrate during learning.

Agency

Our conversations then turned to student agency, guided by Trevor MacKenzie’s *Types of Student Inquiry* model. The model illustrates the progression toward independent inquiry and action. We discussed how schools can help students move from guided inquiry toward full ownership of their learning

At Stonehill, we see this come to life in countless ways. Take, for example, our P7 Living Wax Museum, a project where students dive into historical personas, sparking genuine enthusiasm and immersive inquiry.

Action

Finally, we explored the role of educators and schools in enabling student-led action. We recognized that action is a natural outcome of agency—students take what they’ve learned and apply it in real, meaningful ways. Action might involve deepening their inquiry, taking a stand, or simply making thoughtful choices.

Importantly, we acknowledged that action takes many forms. It can be individual or collaborative, visible or subtle. It may include advocating for a cause, sharing knowledge with peers, participating in social enterprise, or making informed lifestyle decisions. The key is that it stems from a place of understanding and purpose.

As educators, our goal is to create the conditions in which agency, action, and engagement aren’t just ideals—they’re lived experiences. And in doing so, we help shape young people who are ready to meet the world with empathy, integrity, and initiative.

Overall, the IB workshop provided an excellent opportunity to connect with global peers and reflect upon the strengths and successes of Stonehill International School. It provided reassurance that we are indeed at the leading edge of inquiry-based education.

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