TIGed Course: Empowering Student Voice Session 2
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These slides are from Session 2 of our TIGed Empowering Student Voice in Education course offered to 6 school boards across Canada in partnership with WGSI, C21, Canadian Education Association and Canadian School Boards Association.
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TIGed Course: Empowering Student Voice Session 2
- 2. While we get set up, add yourself to the class map in the Student Voice Virtual Classroom (pdclass.tiged.org/sv2015) Welcome to Session 2!
- 3. Hello to each cluster! Orange Sun West Rosetown, SK Yellow Sun West Rosetown, SK Pink St. Anthony Peterborough, ON Green Evergreen School Division Gimli, MB Blue Sun West Davidson School Rosetown, SK Red St. Alphonsus Peterborough, ON Purple St. Francis of Assisi Peterborough, ON Brown Seven Oaks Winnipeg, MB Grey Simcoe County, ON White Waterloo, ON
- 5. Today’s Agenda ● Review our “need to knows” and contributions from Session 1 ● Explore how to partner with students to engage them in all levels of learning ● Explore how inquiry-based and project-based learning can foster student voice ● Tech tools to capture the learning process ● Tasks for Session 3 (April 15) Source: https://www.flickr.com/photos/95954918@N00/3437630552/">Carissa GoodNCrazy
- 6. What do we “need to know”? Some of our Padlet thoughts: ● Assess prior knowledge of students on what is happening in the world around them ● Student strengths and learning preferences ● Student passions - “What makes them get out of bed every morning?” - Terri ● Curriculum connections ● Student comfort in sharing their voice ● How to extend learning to the home ● Effective feedback mechanisms
- 7. How do students express voice? www.mindmeister.com www.piktochart.com
- 8. How does student voice inform curriculum planning?
- 9. Curriculum Connections using Popplet Some of our Popplet connections: ● Science (e.g. Mars One inquiry project) ● Art (e.g. Grade 8 student choice project) ● Cross curricular - English, Art, Math (ELA A10: Inquiry Project; Culinary club; Middle Level Art Show Community Project; Social studies; Student equity conferences and learning forums)
- 10. How do we partner with students to engage them in all levels of learning?
- 11. Kahoot!
- 13. Visualization Activity Take a Moment to Reflect: Put yourself in the shoes of one of your students. Visualize a typical lesson with them. How was it introduced? What did the student do? How did the student consolidate their learning? How did the student receive feedback (if any)? What aspects of this learning experience were most engaging?
- 14. What does intellectual engagement and personalized learning look/feel/sound like in a classroom? Post your ideas on the whiteboard!
- 15. David Hargreaves Deep Learning Co-construction core to personalization
- 16. Personalized vs Individualized vs Differentiated Learning Is there a difference? Source: https://ideas.education.alberta.ca/media/81484/personalizationvsdifferentiationvsindividualization.pdf
- 17. Teacher-Student Partnerships Teacher-student partnerships are evident when The world needs "childish" thinking: bold ideas, wild creativity and especially optimism - Adora Stivak Values Training Participatory Roles & Structures Resources Source: Gill Mullis-Student Voice Changing Practice and Developing Partnerships Communication Teaching & Learning
- 18. Sara Bragg Teacher perspectives on transforming learning partnerships: ● Working alongside students requires a “paradigm shift” of the teacher’s role ● Understanding professional identities of teachers - what perceptions do teachers hold? How do these perceptions shape interactions with students? ● Successful student voice projects meant structuring the input process in such a way that meaningful contributions could be made by all, and finding techniques successfully based on what students implicitly know. ● Students do not fully understand the complexities of the context or the system in which they operate (e.g. teaching and learning methodologies) - how to explain the broader context? ● Teacher voice must be developed alongside student voice
- 19. How can inquiry-based and project-based learning foster student voice?
- 20. Inquiry-based learning ● Inquiry-based learning as a response to Michael Fielding’s question: where are the spaces for “restless encounters” where we (teachers and learners) come to re-see each other and open up for new possibilities? ● Learning 2030: a. Students drive the learning experience b. Inquiry-based learning can help students deal with ambiguity and uncertainty - an essential 21st Century skill c. Starts with open-ended questions where the answers are not yet fully known d. Develops habits of mind: failure as a learning tool, intrinsic motivation, awareness of context (individual, local, global), curiosity, desire to turn knowledge into meaningful action.
- 21. The Inquiry Process Buck Institute of Education: Project-Based Learning Model
- 23. What makes an effective driving question? ● Invites multiple answers ● Be un-Googleable ● Be more “kid friendly” than “teacher happy” ● Requires an answer (in the educational context) ● Be authentic and grounded in real-world issues ● Give students a real-world role Adapted from Jennifer Klein, Principled Learning Strategies: http://www.principledlearning.org/ Sample Inquiry Problem/Question ● Senior Social Science course: As a team of policy advisors to the Ministry of Education in Manitoba, how can we increase student voice in the classroom assessment practices used in grades 9-12? You will present your research to a Ministry panel in June 2015.
- 24. Case Studies
- 27. Case Studies ● Significant Content - Social studies ● 21st Century Skills - Problem solving, critical thinking, communication ● In-Depth Inquiry - Students developed research communities, impact of WIFI on different stakeholders, impact of technology on schools ● Driving Question: What are the implications of student access to Wi- Fi at our school? ● Need to Know – Research methods, data analysis ● Voice and Choice – Poster presentation, final research paper ● Critique and Revision – Co- constructed assessment criteria, peer assessment ● Public Audience – Present findings to school administration Peel District School Board - Grade 12
- 28. Students as Researchers Some considerations by Morgan and Parker... ● Student perceptions: a. How do students view their peers? What impact will this have on data collection and analysis? b. How do other students view the “research team”? ● Meaningful opportunities to share results ● Collaboration between teacher-students during research process
- 29. Cluster Activity Developing a Driving Question 1) Pick one of the student voice PBL case studies listed under Session 2 in the virtual classroom, or explore other projects at: projects.tiged.org 2) Develop an effective driving question for the project. Post your driving question in the discussion thread in the virtual classroom.
- 30. What challenges are there in facilitating an inquiry- based or problem-based learning experience?
- 31. Tech Tools for Capturing the Learning Process
- 32. Top 10 Tech Tools for Pedagogical Documentation Digital Images Video & Animation Mind Mapping Note Capture Audio Recording Blogging Social Media Comic Strip Wiki & Online Docs Presentation & Polling Flickr Global Gallery YouTube Vimeo AdobeVoice Evernote Padlet Blogger Tumblr TIGweb BitStrips Comic Life SlideShare Kahoot Piktochart Popplet MindMeister SMART Ideas VoiceThread Audacity Twitter Facebook Wikispaces Google Docs Writeboard
- 33. Tasks for Session 3
- 34. Tasks for Session 3 ● With your students: 1. Develop a driving question(s) for the project. 2. Share and discuss with students planning tools to develop a student voice project. 3. Outline any resources, relationships, etc. within the classroom/school/community that can support the project. 4. Discuss with students challenges that may arise during the project journey. ● Use one of the top 10 tech tools to document the thinking process and upload a photo (e.g. pictures of mind maps and/or graphic organizers, list of challenges identified, etc) to the TIGed classroom gallery. Bring an artifact from the thinking process to the next session. ● Review at least one of your colleagues' submissions and post a comment using the following sentence stems: 1. “I like…” (give a compliment) 2. “I wonder…” (ask a question) 3. “I have…” (provide a suggestion/resource)
- 35. Thank you for your attention!Please take our Mid-Course Check- in Survey!
Editor's Notes
- St. Anthony Catholic Elementary School Peterborough St. Alphonsus Catholic Elementary School St. Francis of Assisi Catholic Elementary School
- Important to start from a place of gratitude and appreciation - thank you for all that you are doing in your classrooms, schools, and as part of this course.
- All of these connect to the changing nature of the teacher-learner partnership.
- Student-teacher 3.0: show video
- engagement is a complex idea intellectual engagement has been linked to school and developmental outcomes when students feel interested in what they do in class, try hard, are motivated to learn (e.g. real life connections/application), they can be considered intellectually engaged those who are intellectually engaged: stay on task, pay attention, participate in activities (questions, etc), show enthusiasm, challenged appropriately (not under or over stimulated) Academic outcomes: task completion, skill mastery, school performance Social emotional outcomes: self-confidence (feel they can figure it out, persist, boost self-esteems), mental health (less prone to anxiety, depression), and less likely to engage in risk-taking behavior (e.g. alcohol) engagement can change over time - can be increased Social engagement (positive relationships with peers and teachers) contributes to this - activities to fostering strong relationships is important Teaching and learning can focus on dynamic, interactive approaches that include real life applications Classroom climate - organized, structured, students have a voice in what/how they learn
- Share in the chat box
- Share on the white board.
- David Hargreaves is a proponent for personalized and deep learning, which can lead to intellectual engagement Deep learning contains three gateways: student voice, assessment for learning and learning to learn, and is at the heart of personalization. Given that learning is influenced by many factors, personalization can transform the conditions of learning to give it greater depth. Co-construction seen as the core element of personalization: readiness to treat students as active partners in the design, implementation and evaluation of their education Co-construction cycle: If students engaged, they will take responsibility for their learning When they assume responsibility, they will achieve a degree of independence With independence comes self confidence and greater maturity in relationships Self-confident, mature learners will display commitment to co-construction
- At the end of the day, all of these approaches are interconnected and encourage a learner-centred educational experience that empowers student voice. Empowering student voice begins in the classroom.
- Values: Opportunities for teachers and learners to explore class/school values and determine how they are expressed on a daily basis Training: Professional learning driven by student voice and opportunities for student inclusion; student-led trainings and conferences Participatory Roles & Structures: Emergence of new participatory and consultative structures, roles and activities developed in collaboration with students or student generated (e.g. students as researchers, student dept. reps) Resources: Provision of space, resources, etc. to discuss teaching/learning, for student groups, etc. Communication: co-developed and authentic communication channels and opportunities to share student voice (e.g. within class, assemblies, website, learning platforms) Teaching and Learning: students involved in school-wide decision making (e.g. School Improvement Plans, departmental policies) and within teaching and learning in the class (feedback on lessons, co-design and/or co-teach lessons, self/peer assessments, student-led conferences with parents)
- Professional identities: School in case study subscribed to a philosophy of child-centred pedagogy and that as a result most teachers were in principle not overtly hostile to the concept of pupil voice. However, child-centredness in practice often involved a closeness to and empathy with young people that led teachers to believe they already knew their views and could represent them themselves. It also meant that teachers constructed professional identities as caregivers and protectors of children, whom they saw as vulnerable and even passive. These identities and beliefs were fundamentally challenged by the requirement to listen in a different way: alongside, rather than on behalf of, children Explaining context: values and ethics are addressed early on and returned to throughout the process.
- Inquiry-based learning can provide the framework through which we engage in restless encounters with students and re-see each other as co-designers of the learning process, and open up to new possibilities for learning and discovery
- Remind participants that there is a video that goes through the process in the virtual classroom. There are a variety of inquiry-models that can be customized to your curricular contexts, and we have linked to some relevant resources in the virtual classroom that outline what your respective Ministries have suggested. Buck Institute Model of PBL: Significant Content - At its core, the project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects. 21st century competencies - Students build competencies valuable for today’s world, such as problem solving, critical thinking, collaboration, communication, and creativity/innovation, which are explicitly taught and assessed. In-Depth Inquiry - Students are engaged in an extended, rigorous process of asking questions, using resources, and developing answers. Driving Question - Project work is focused by an open-ended question that students understand and find intriguing, which captures their task or frames their exploration. Need to Know - Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an Entry Event that generates interest and curiosity (in this case, the entry event may not be necessary as the survey has provided the context to pique interest) Voice and Choice - Students are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience. Critique and Revision - The project includes processes for students to give and receive feedback on the quality of their work, leading them to make revisions or conduct further inquiry. Public Audience - Students present their work to other people, beyond their classmates and teacher.
- Explain differences between this model and PBL
- Central to all of these models is developing a line of inquiry - what is the issue/problem that will be addressed? Is there anything else that needs to be added to this list? Ask participants to reflect on their own experiences.
- Student perceptions: helping students look beyond social dynamics to be inclusive of all perspectives in their school remind teachers they can check out the “student as researcher” toolkit in the virtual classroom