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In accordance with Agile principles, in-person classroom interactions and face-to-face instruction are crucial and strongly preferred over technological or distance learning methods. Extensive group work and creation of self-organizing teams are also strongly advised practices for good Agile outcomes.

The Agile practices above are the most conducive to human learning and comprehension because humans interacting face-to-face is the oldest, most tested and effective way of conveying meaningful information and effecting positive change. "Agile proponents believe that the best ideas and initiatives emerge from self-organizing teams."

Everyone in the Agile environment including students, teachers, and administration should at "regular intervals . . . reflect on how to become more effective, then tune and adjust their behavior accordingly."

Agile works best in an environment where positive changes, including changes in how Agile is done, can occur, but always in line with the Agile principles.

Reflection is a key factor in Higher Education. Reflection in this case is defined as "activity in which people recapture their experience, think about it, mull it over and evaluate it."

Reflective practice is a pedagogical tool used widely within formal, informal, individual, and organizational learning activities and processes. The concept and practice of reflection had undergone considerable change and development in its definition and application and takes different forms in different contexts.

In this case retrospectives come into play. By asking questions such as "What went well?" and "What could be improved?" students perform an evaluation on their experiences in the classroom. Through retrospectives, students can mindfully track and improve their learning.

• Briggs, S. (2014, February 22). Agile Based Learning: What Is It and How Can It Change Education? Retrieved from .
• Chickering, A. W., & Gamson, Z. F. (1989). Seven principles for good practice in undergraduate education. Biochemical Education, 17(3). doi:10.1016/0307-4412(89)90094-0
• Jordi, R. (2011). Reframing the Concept of Reflection: Consciousness, Experiential Learning, and Reflective Learning Practices. Adult Education Quarterly, 61(2), 181-197. Retrieved from: 
• Prieto, R. J. (2016, September 01). The Agile Classroom: Embracing an Agile Mindset In Education. Retrieved from
• Waters, T., & Waters, T. (2018, April 27). The Psychology of Agile - Agile in Learning - Medium. Retrieved from https://medium.com/agile-in-learning/the-psychology-of-agile-87f92521a5ed