Leadership becomes visible when learners take responsibility for decisions and participation.
When I discuss leadership in learning, I begin with situations students can practise in class: organising a task, listening to a different view, explaining a choice, or revisiting a decision when new evidence appears.
Within Adaptive Learning Taxonomy, I connect leadership with knowledge, reflection, and responsibility. A group task can make that relationship available for discussion when each learner has a clear role and room to explain what they did.
A clear role and a short review
Assign roles in a group task: discussion coordinator, evidence finder, and solution reviewer. Rotate the roles next time. Close with: “What decision did you make, and how did it affect the group’s work?”
A question for reflection
Did the task give every learner a responsibility they could describe and discuss?