The Agile Educator Guide

AN AGILE FRAMEWORK FOR MODERN EDUCATION

JULY 2021

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 1

AGILE EDUCATOR GUIDE
 THE AGILE EDUCATOR GUIDE

Introduction 3

Guide Overview 3

The Learning Sprint 4

Visible Learning Artifacts 4
Learning Sprint Routines 5
Learning Backlog Re nement 5
Planning 6
Check-In 7
Review 7
Retrospective 8

The Spectrums of Choice and Collaboration 9

Overview 9
Spectrum of Choice 9
Spectrum of Collaboration 11

Acknowledgments 14

Certi cation 14

Licensing 15

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 2

AGILE EDUCATOR GUIDE
fi
fi
 Introduction

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 3

AGILE EDUCATOR GUIDE
AGILE EDUCATOR GUIDE
 INTRODUCTION
So much of how educators currently teach is based on pedagogical models and practices
commonly used in classrooms of the last century. Information can be unidirectional as it ows
through the classroom: the teacher serves as the conveyer of knowledge, with students
receiving, replicating, and duplicating knowledge. In both traditional and non-traditional
classrooms, we see the prevalence of strict adherence to a rigid curriculum, set deadlines, and
teacher-de ned assessments.

Students are entering a fast-paced, dynamic, and uncertain world, and they will be tasked with
addressing increasingly complex problems. They need to develop skills and a mindset that will
help them navigate this changing environment. Agile Education more effectively prepares
students for the 21st-century lives and careers they are destined to enter.

This guide will help you move your students along a continuum toward increased agility in your
classroom. Agility gives students the capacity to self-direct their learning and collaborate
effectively. Agile in the classroom can manifest in a variety of ways, including in individual
projects, project- or problem-based learning, inquiry-based learning, or as the main vehicle for
students to meet content standards aligned with curriculum.

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 4

AGILE EDUCATOR GUIDE
fi
fl
GUIDE OVERVIEW
The Agile Educator Guide provides educators a quick-start approach to implementing agility in
the classroom. This guide is divided into two major sections: The Learning Sprint and The
Spectrums of Choice and Collaboration.

In The Learning Sprint, you will receive an overview of the structures and cadence of an agile
classroom. By learning in-depth about each of the ve primary self-directed learning routines,
you’ll gain insight into how to implement agility in your classroom. Each routine includes an
overview as well as targeted Student Learning Objectives. In addition, this section provides
guidance on seven Visible Learning Artifacts that support students throughout the Learning
Sprint.

The Spectrums of Choice and Collaboration provide guidance on scaffolding the

implementation of these two primary components of an agile classroom. In this section, you will
gain insight into how to incrementally work toward increased choice and collaboration, starting
at a level that is comfortable for you and your students.

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 5

AGILE EDUCATOR GUIDE
fi
The Learning Sprint

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 6

AGILE EDUCATOR GUIDE
AGILE EDUCATOR GUIDE
 THE LEARNING SPRINT
The Learning Sprint is an iterative and timeboxed learning cycle composed of ve self-
directed learning routines:

1. Re nement - The routine of clearly expressing, prioritizing, and breaking down

objectives into smaller achievable chunks. This can happen at any time within the
Sprint to prepare for future sprints.
2. Planning - The routine of determining what will be achieved by the end of the
Sprint and how the work will be accomplished.
3. Check-In - Short and frequent conversations around the learning to align, check
progress, adapt, address impediments, and provide support.
4. Review - The process of assessing, validating, and providing feedback on the
learning in the Sprint.
5. Retrospective - The process of re ecting on the Sprint and identifying actionable
commitments to improve how we learn and collaborate.

Educators nd it helpful to follow the structure above, but the particular cadence of the
self-directed routines in your classroom may vary based on context. Each routine in the
Learning Sprint is an opportunity to build clarity, choice, and collaboration.

A Learning Sprint should not exceed four weeks so that students can practice the
routines frequently. It should be short enough for frequent feedback and improvement,
while long enough for incremental progress to occur. When one sprint ends, the next
begins.

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 7

AGILE EDUCATOR GUIDE
fi
fi
fl
fi
 VISIBLE LEARNING ARTIFACTS
An Agile Educator ensures visible artifacts are used to support learning, choice, and
collaboration throughout the Learning Sprint. There are seven visible learning artifacts:

1. Learning Backlog - The Learning Backlog is an adaptable, prioritized, and

visible list of goals, skills, and/or products to be accomplished by students.
2. Learning Backlog Item - Everything in the Learning Backlog is considered a
Learning Backlog Item. Items may take many forms, such as learning objectives,
standards, skills, and/or project deliverables/outcomes. Learning Backlog Items
are progressively re ned to ensure clarity and achievability in a Learning Sprint.
3. Success Criteria - Success Criteria are the evidence that must be provided to
demonstrate achievement of a Learning Backlog Item. Each Learning Backlog
Item should have Success Criteria before being pulled into a Learning Sprint.
4. Sprint Backlog - The Sprint Backlog is the visual representation of the plan for
what will be learned and how it will be accomplished by the end of the Sprint.
The Sprint Backlog is updated throughout the Sprint to re ect current progress.
5. Progress Increment - When students complete a Learning Backlog Item and it
meets the Success Criteria, the result is a demonstrable Progress Increment.
Each Sprint should result in a Progress Increment that builds off the last.
Progress Increments are helpful for gauging overall progress and eliciting
feedback.
6. Spectrum of Choice - The Spectrum of Choice is a taxonomy for student
choice, categorized as ve levels, from less to more. It is used to de ne, measure,
monitor, and adjust student choice.
7. Spectrum of Collaboration - The Spectrum of Collaboration is a taxonomy for
student collaboration, categorized as ve levels, from less to more. It is used to
de ne, measure, monitor, and adjust student collaboration.

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 8

AGILE EDUCATOR GUIDE
fi
fi
fi
fi
fl
fi
LEARNING SPRINT ROUTINES

LEARNING BACKLOG REFINEMENT

Overview
The Learning Backlog is an adaptable, prioritized, and shared list of goals, skills, and/or
products to be accomplished by students. All elements in the Learning Backlog are
considered Learning Backlog Items. A Learning Backlog Item can include, but is not
limited to: learning objectives, standards, skills, and/or project deliverables/outcomes.
Each Learning Backlog Item should have clear Success Criteria to determine success.

The Learning Backlog is continually assessed for relevance and adapted as needed.
This process is called Learning Backlog Re nement, which can happen at any time.
Learning Backlog Items may be reprioritized, broken down, combined, or removed.

Student Learning Objectives

In Learning Backlog Re nement, students will grow in their capacity to:

● Set their own goals and objectives

● Evaluate and choose the order of their learning
● Revise the learning backlog, by adding, adapting, or deleting items as work
evolves
● Use insights from prior learning to inform future learning goals

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 9

AGILE EDUCATOR GUIDE
fi
fi
PLANNING
Once the Learning Backlog is initially built and prioritized, students move into a
Learning Sprint. The Learning Sprint begins with Planning, which consists of three
steps: Why, What, and How.

Step One: Why is the learning valuable?

A Learning Sprint Goal is determined to make learning cohesive and relevant to
students throughout the Sprint. The Sprint Goal often takes the form of an essential
question, big idea, unit objective, or “the big why.” If needed, the Learning Backlog is
reprioritized to re ect the Learning Sprint Goal.

Step Two: What can be accomplished during this Sprint?

Learning Backlog Items are selected from the top of the Learning Backlog. The number
of Learning Backlog Items should be achievable during the Sprint based on perceived
student capacity.

Step Three: How will the Learning Backlog Items get done?
Each Learning Backlog Item selected for the Sprint is broken down into smaller, more
actionable tasks. Tasks should be suf cient for meeting each Learning Backlog Item’s
Success Criteria, resulting in a demonstrable Progress Increment by the end of the
Sprint. The time it will take to complete each task may be estimated to check whether
the plan is achievable by the end of the Sprint.

The Why, What, and How are visibly expressed in the Learning Sprint Backlog.

Student Learning Objectives

In Planning, students will grow in their capacity to:

● Interpret what they want to learn and what they need to learn
● Deconstruct larger pieces of work or information into smaller, more manageable
chunks
● Formulate a goal based on prior learning or completed work
● Demonstrate prioritization skills
● Develop self-awareness of capacity
● Estimate effort of work
● Manage scope of work/learning in relation to time constraints
● Apply initiative and self-direction

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 10

AGILE EDUCATOR GUIDE
fl
fi
CHECK-IN
The Check-In is a timeboxed routine, often 5-15 minutes, to monitor and adjust the
progress toward the Learning Sprint Goal. This routine gives students a frequent
opportunity to re ect on their individual contributions, hold themselves and others
accountable, and provide support to others. This routine is also used to address any
impediments that may prevent the Learning Sprint Goal from getting done. During this
time, updates to the Sprint Backlog may occur.

A Check-In format may include the following three questions:

1. What work was done since the last Check-In?

2. What work will be done before the next Check-In?
3. Is there a roadblock? What help is needed?

Student Learning Objectives

In the Check-In, students will grow in their capacity to:

● Monitor and articulate the progress of work during the Learning Sprint
● Identify impediments
● Articulate need for support through self-advocacy
● Be accountable to self and others
● Provide support to others
● Adjust their learning plan

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 11

AGILE EDUCATOR GUIDE
fl
 REVIEW
The Review is an informal opportunity, but not the only opportunity, in the Learning
Sprint for students to demonstrate evidence of learning and receive feedback. Each
Learning Backlog Item is demonstrated and assessed against pre-established Success
Criteria. Learning Items that have met the Success Criteria produce a validated
Progress Increment and are considered “done.” Based on the feedback of the Progress
Increment, the Learning Backlog is re ned to determine what to do next.

Student Learning Objectives

In the Sprint Review, students will grow in their capacity to:

● Present work that has been completed and meets Success Criteria
● Assess completed work against Success Criteria
● Provide constructive feedback
● Filter most valuable feedback to use for improvement
● Iterate and improve work based on feedback
● Effectively re ne the Learning Backlog based on feedback and progress

RETROSPECTIVE
In a Sprint Retrospective, the goal is to explore what went well and what could be
improved in order to create actionable commitments for future work. While the Review
is an opportunity to re ect on Learning Items, the retrospective is a time to re ect and
improve on the learning process, student choice, and collaboration. In this way, the
retrospective is a powerful opportunity for students to build metacognition, practice
self-re ection, and exercise self-agency toward continuous improvement.

Student Learning Objectives

In the Sprint Retrospective, students will grow in their capacity to:

● Practice effective con ict resolution skills

● Develop strategies for giving and receiving critical feedback
● Curate a toolkit of introspective tools
● Objectively evaluate group dynamics
● Re ect on their learning and fail forward
● Plan improvement strategies
● Apply problem-solving strategies

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 12

AGILE EDUCATOR GUIDE
fl
fl
fi
fl
fl
fi
fl
Table 1 - Spectrum of Choice

# Student Is Teacher Is Description

1 Observing Demonstrating Teacher directs students on what to do, choosing for them. Students
& Clarifying follow the teacher’s directions. Students do not provide input or make
any decisions.

● Teacher models the Learning Sprint Routine and explains why and
how it is being used.

● Students are aware of where they are in the teacher-driven Sprint and
how it works.

2 Participating Modeling & Teacher shares different paths the students may take. Students give
Guiding feedback. Teacher listens to student input and ultimately chooses,
explaining the decision-making process throughout.

● Teacher instructs and guides students through the Learning Sprint

Routine.

● Students actively imitate the teacher’s demonstration of the Learning

Sprint Routine.

3 Contributing Partnering & Both teacher and students provide options. Teacher and students both
Facilitating agree on the choice.

● Teacher facilitates the Learning Sprint Routine by leading the process,

with limited direct instruction, providing feedback on student
contributions.

● Students work through the Learning Sprint Routine, using teacher

guidance while taking a more active role in the process.

4 Choosing Empowering & Teacher and students both provide options. Students choose.
Coaching
● Teacher engages in conversation with students to help them make
choices. Teacher asks reflective questions to students in order to
deepen their self-discovery and growth.

● Students execute the Learning Sprint Routine independently.

Students receive feedback on how they are facilitating the Learning
Sprint Routine, on their execution, and on their decision-making
process.

5 Creating Observing & Students identify options and choose. Teacher is pulled in by students
Supporting if needed for consultation and support.

● Teacher tracks how students are learning and working together,

seeking opportunities for growth and celebration. Teacher gives space
for the emergence of possibilities.

● Students drive the entirety of the Learning Sprint Routine. They can
choose which teaching style and level of support they need from the
teacher.

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 13

AGILE EDUCATOR GUIDE
The Spectrum of
Choice and
Collaboration

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 14

AGILE EDUCATOR GUIDE
AGILE EDUCATOR GUIDE
THE SPECTRUMS OF CHOICE AND
COLLABORATION
OVERVIEW
Agile Education integrates the growth of student choice and collaboration throughout
the learning process. To this end, the following principles are utilized:

● Student capacity to make choices and collaborate are developed through

practice and support.
● Choice and collaboration are articulated as levels within a spectrum.
● Using these spectrums, the level of choice and collaboration are tailored to the
classroom.
● The levels of collaboration and choice can be iteratively adjusted to scaffold
growth while mitigating cognitive overload.
● The Learning Sprint and Visible Learning Artifacts are used to support and
scaffold students through these spectrums.

SPECTRUM OF CHOICE
The Spectrum of Choice is an artifact to help answer the following questions:

● What level of choice does a student have?

● What is the teacher’s level of involvement?
● In what area(s) of the learning process is the student given an opportunity of
choice?

It is a taxonomy for student choice, categorized as ve levels, from less to more. The
Spectrum of Choice describes how the students and the teacher are involved at each
level. It also describes what level of ownership students have in running the Learning
Sprint. By selecting the appropriate level for each routine of the Learning Sprint,
classrooms can de ne, measure, monitor, and adjust their degree of student choice.
Agile classrooms, regardless of which level the class is currently operating at, can utilize
the Learning Sprint and Visible Learning Artifacts. These provide structure, support,
and scaffolding across all levels of choice.

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 15

AGILE EDUCATOR GUIDE
fi
fi
SPECTRUM OF COLLABORATION
An agile learner hones their ability to solve increasingly complex challenges. The need
for collaboration grows to support the increasing complexity. An objective of Agile
Education is to build students’ capacity for collaboration. In order to do so, the following
principles of collaboration are held:

● Collaboration is a skill that can be grown through frequent practice.

● Agile Education integrates the practice of collaboration throughout the Learning
Sprint.
● Skills practiced may include openness to others’ ideas, empathy, con ict
management, group decision-making, mutual support and encouragement, peer
feedback, and leveraging each other’s strengths toward shared learning
outcomes.
● Cross-strength groups, in which each student brings unique and complementary
strengths, are most adaptable to varying challenges.
● Groups composed of 3-5 members allow for the inclusion of multiple strengths,
while mitigating the unwieldy communication that often results from larger
groups.

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 16

AGILE EDUCATOR GUIDE
fl
 ● Stable group membership is preferred because:
○ Trust grows from knowing one's team members well.
○ Rotating membership frequently creates volatility in team dynamics. This
leads to fragility of trust.
○ Resilience strengthens as groups work through successes and failures
over a signi cant enough time span.
○ Peer accountability and support mature with trust and resilience, leading
to high-performing teamwork.
○ Healthy collaboration is never fully mastered. It requires continuous
attention and improvements to meet the dynamic needs of individuals and
the group.
● Students may progress through successive levels of collaboration. These levels
are depicted in the Spectrum of Collaboration.
○ One intent of Agile Education is to grow students’ capacity to collaborate.
○ This may mean starting out at lower levels if it is appropriate for the
classroom, and incrementally progressing through higher levels.
○ Regardless of which level students are working at, the classroom utilizes
the Learning Sprint and Visible Learning Artifacts. These provide
structure, support, and scaffolding throughout all levels of collaboration.
○ The Spectrum of Collaboration describes the relationship among students.
It assumes there is always some level of collaboration with the teacher.
○ Higher levels of collaboration can be inclusive of some elements from the
prior levels.

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 17

AGILE EDUCATOR GUIDE
fi
Table 2 - Spectrum of Collaboration
# Collaboration Description
Level

1 Individual ● Students work mostly alone.

● Students may inform others of their work, insights, and progress.
● There is little to no peer support and feedback.

2 Supportive ● Each individual is responsible for all work.

● Students receive some support and feedback from peers.
● Transitory membership forms and dissolves based on the duration of a
learning activity.

3 Cooperative ● Groups are temporary, lasting at least one Learning Sprint.

● Divided Responsibilities
○ The group may have a shared Learning Sprint Goal.
○ Individuals own specific parts/activities as they work toward the
Learning Sprint Goal.
○ Students receive some support and feedback from group
members.
○ Individual work may be integrated with other members to meet
the shared Learning Sprint Goal.
● Individuals may be assigned fixed/static roles.
● Students usually work in a group of 3-5 members.
● A group facilitator role may be helpful.

4 Collaborative ● Teams are stable.

● Shared Responsibilities
○ All members work toward a shared Learning Sprint Goal.
○ The entire team shares accountability for all work toward
achieving the Learning Sprint Goal, rather than only individual
members.
○ Student roles, if used, are fluid and open.
● Students work in teams of 3-5 members.
● A team facilitator role is necessary.

5 Communitive ● Multiple teams work toward a shared purpose, coordinating and

integrating with one another.
● Teams stay intact while finding opportunities to cross-pollinate with and
support other teams.
● One or more facilitators are necessary.

By selecting the appropriate levels in the spectrum, classrooms can de ne, measure,
monitor, and adjust their student collaboration. The level of collaboration is set for the
entirety of a Learning Sprint. Collaboration may be evaluated and adjusted to the
appropriate level before the start of each Learning Sprint.

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 18

AGILE EDUCATOR GUIDE
fi
Acknowledgments,
Certification &
Licensing

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 19

AGILE EDUCATOR GUIDE
AGILE EDUCATOR GUIDE
ACKNOWLEDGMENTS
Contributions to the Agile Education Guide came in many forms, such as ideas,
conversations, facilitation, writing, experience reports, feedback, and editing. The core
contributors to this guide, dedicating countless hours, creativity, and passion, were:

● Wendell Boggs ● Guido Van Djik ● Paul Magnuson ● Jennifer Manly

● John Miller ● Krissyn Sumare ● Brett Thayer ● Michael Vizdos

Without Scrum Alliance’s sponsorship and support, the creation and publication of this
guide would not have been possible. Many Scrum Alliance team members were
instrumental in offering their leadership and support, including:

This guide is inspired by and builds off previous work, such as:

● The Agile In Education Compass, the set of guiding principles behind Agile
Education. This guide strives to actualize these principles by offering a concrete
framework anyone can apply.
● The Scrum Guide. Although the Agile Education Guide is not Scrum, you will see
inspirations from Scrum that have been cross-pollinated and adapted for the
world of education.
● The real-world experiences of many teachers and students applying Agile
Education around the globe. We thank the many innovative educators and
education leaders who have dared greatly, applying agile pedagogy to their
classrooms, schools, and students.

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 20

AGILE EDUCATOR GUIDE
CERTIFICATION
Educators looking to deepen their understanding and the application of Agile Education
can pursue full certi cation through CAL K-12 Certi cation and other resources at
[Link] .

LICENSING
The Agile Educator Guide - Agile Classrooms Edition is offered free in order to help
transform the world of education. \

This work is adapted from the Agile Education Guide is licensed under a Creative
Commons Attribution-ShareAlike 4.0 International License.

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 21

AGILE EDUCATOR GUIDE
fi
fi
About The Founder

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 22

AGILE EDUCATOR GUIDE
AGILE EDUCATOR GUIDE
 ABOUT THE FOUNDER OF AGILE CLASSROOMS
Thought leader and forerunner of the Agile Classroom framework

John has assisted companies such as Microsoft,

Amazon, and even Net ix in applying the Agile methods
to their company work ows as well as other modern
product management approaches. Notably, he was
published in Forbes for his innovative approaches and
input about the process of companies shifting to more
agile work ows.

John is a Certi ed Scrum Trainer, Certi ed Enterprise

Coach®, Certi ed Professional Co-Active Coach, ICF
Associate Certi ed Coach, Spiral Dynamics Integral
Level 2, and a Project Management Professional. When
not focused on work, John loves to surf (well, wiping out
more than actually sur ng), spend time with his family
and 2 daughters, volunteer as a life coach for students,
and make insanely delicious drinking chocolates.

DEVELOPING AGILE CLASSROOMS

An innovative way to engage and inspire students for the future, I experienced rsthand how
Agile could succeed within the constraints public schools are under. Although this was a great
start to help schools move towards 21st Century Learning, the corporate application of
Agile wasn’t the perfect t. We had to learn how to adapt it to the speci c needs of educators
and students.

LEARN MORE HERE

© Copyright Agile Classrooms. All rights reserved | [Link] | Page 23

AGILE EDUCATOR GUIDE
fl
fi
fi
fi
fi
fl
fl
fi
fi
fi
fi