In this thought-provoking piece, experienced educator Steven Stander delves into the research on teacherless lessons and considers the pedagogical merits of this model.
Developing student agency and self-directed learning skills has become an important goal in many schools today. Educators are exploring new approaches to shift classrooms from teacher-centric models to ones that empower students as independent learners. An interesting intervention called “teacherless observations” shows promise to catalyze critical conversations around student agency, as outlined in a study by Magnuson, Cosgrove, Porter, and Ott (2022). While this practice has limitations as a stand-alone activity, implementing teacherless observations as part of comprehensive professional development could provide a valuable catalyst for developing agency-focused classroom cultures over time.
Key Takeaways from the Teacherless Observations Study
'...some classes smoothly implemented teacher-prepared plans, while others veered substantially off-task'.
The teacherless observations study yielded insightful discoveries about students' capacity for independent work and self-regulation. Without the teacher present, some classes smoothly implemented teacher-prepared plans, while others veered substantially off-task. This revealed inconsistencies in student agency development across different classroom environments. Observers also noted students stepping into leadership roles and collaborating with peers in the teacher's absence, underscoring the potential for greater independence when given the opportunity.
However, the study also surfaced challenges to leverage teacherless observations effectively. Outcomes depended heavily on teacher preparation and students' familiarity with classroom routines and expectations. Truly developing agency likely requires consistent, incremental opportunities to practice independence over an extended time, not just a single class period. Additionally, the reflective follow-up process seemed inconsistent, pointing to the need for more structured debriefing to translate observations into changed practices.
Overall, the researchers found teacherless observations can provide a thought-provoking, low-risk way to challenge assumptions and kickstart discussions about student-driven learning. But the activity alone appears insufficient. To fully realize the potential of this practice, schools must integrate it into comprehensive professional development for agency-focused teaching.
Implementing Teacherless Observations as Ongoing Professional Learning
'...teacherless observations could become a cornerstone learning activity'.
To effectively build student agency, teacherless observations should be incorporated into broader professional learning initiatives using these design principles:
- Regularity: Conducting observations multiple times per year, with consistent intervals, allows benchmarking student agency development and keeps it an ongoing conversation.
- Structured Reflection: Reflection activities, protocols, and coaching help teachers dig deeper into assumptions and lessons learned to collaboratively problem-solve next steps.
- Teacher Autonomy: While maintaining structured debriefing, teachers choose personalized observation focuses and discussion topics to maximize relevance.
- Modeling & Peer Observation: Experienced teachers model student-centered practices. Teachers observe each other's classes to expand their repertoire of strategies.
- Long-Term Scaffolding: Framing agency development as an incremental, multi-year cultural shift (not a program) provides scaffolded skills practice toward classroom independence.
With these support structures, teacherless observations could become a cornerstone learning activity within comprehensive professional development focused on transforming classrooms into incubators for independence and self-direction. Regular, low-stakes opportunities to experiment and reflect would enable the gradual co-creation of adaptive teaching practices centered on student agency.
The teacherless observations study introduces a promising catalyst intervention, but one requiring thoughtful integration into ongoing, holistic teacher learning. With regularity, structured reflection, teacher autonomy, modeling, and long-term skill building, teacherless observations could empower the steady evolution toward agency-based classroom cultures.
References
Magnuson, P., Cosgrove, N., Porter, K., & Ott, M. (2022). Teacherless observations: Supporting student agency. Leysin American School Educational Research. https://resources.finalsite.net/images/v1610360943/lasch/ab7mrto1n7sxf3ytrjla/
teacherlessobservations_supportingstudentagency.pdf
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