TIGed Empowering Student Voice in Education - Session 1
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These slides are part of Session 1 for our TakingITGlobal Professional Learning Course on Empowering Student Voice in Education offered to educators during our Winter/Spring 2015 session. http://www.tigweb.org/tiged/professional-development/ecourses.html
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TIGed Empowering Student Voice in Education - Session 1
- 2. Infographic of our course participants Tech Tool: Piktochart.com
- 3. Co-Facilitation Team Sara Hassan Jennifer Corriero Michael Furdyk Jeff Clemens Tania Rashid
- 4. Cluster Colour 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. Interacting on Webex We’ll be using Webex in the following ways: ● Using the chat box to share our thoughts at any time ● Raise our hands when we have something to say - we will hand the mic over to you! ● Collaborate using the whiteboard. ● Watch a couple of videos by sharing the link in the chat box. You will need to copy and paste the link into your web browser. When you are finished, let us know in the chat box.
- 6. Welcome to Session 1! What were some of your reactions to the results of the student voice survey?
- 7. Our “need to knows” Collaborative Inquiry Question: What do we need to know as teachers in order to empower student voice in our classrooms? http://pdclass.tiged.org/sv2015/p adlet/35
- 8. What do we understand about voice?
- 9. UN Convention on the Rights of the Child Article 12: ● “Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child”
- 10. Pat Thompson Conceptual problems with the term “voice” ● Singularity - unified and single view vs. plural views ● Single purpose - students are asked for a specific reason but may choose to exercise voice for a variety of reasons ● Voice is ‘disembodied’ ● Authenticity - understood as consistent and pure ● Language - voice is expressed in words ● Etiquette - voice is exercised in particular ways and at particular times Source: https://www.flickr.com/photos/88133570@N00/3096765798/">Marc Wathieu
- 11. How do students express voice?
- 12. What are some ways students express voice?
- 13. Some ways students express voice... Source: http://www.edugains.ca/resourcesLIT/ProfessionalLearning/CBS/CBS_StudentVoice.pdf
- 14. How might educators “hear” voice? Source: http://www.edugains.ca/resourcesLIT/ProfessionalLearning/CBS/CBS_StudentVoice.pdf Q: Think of your response to a recent event in your classroom/school in which student voice was evident – what are the implications of this response? What beliefs and values about student voice are evident from this analysis?
- 15. How can student voice support inclusive education? Students can surprise adults with fair and realistic feedback, ideas and questions as partners vs. objects of education/research ● Sellman: Although students with social, emotional and behaviorial problems may be seen as expressing their “voice” in other ways, a group of students were engaged as “Students as Researchers” to explore perceptions of the school behavior management policy and provide a final report of identified themes. ● Bishton & Lindsay: By taking photographs, ranking, symbols and puppets, students across a range of learning exceptionalities (e.g. ASD) meaningfully shared what they dis/liked about school a. “Each child needs to be confident that they will be listened to before they are willing to express their opinions” (p. 181) “Disability doesn't make you exceptional, but questioning what you think you know about it does” - Stella Young
- 16. What are some areas where student voice can flourish? 1) Teaching and Learning 2) Classroom Culture 3) School Climate
- 17. Teaching and learning Q: How does student voice inform curriculum planning and objectives?
- 18. Classroom Culture How we act, react and interact in class impacts voice: - Self-awareness, self-efficacy - Interpersonal relationships (educator- student, student-student) - Conflict resolution - Decision-making - Problem-solving - Risk-taking Source: https://www.flickr.com/photos/34728211@N05/4443590130/">gil hooly studio
- 19. School Climate Q: How does the school climate impact classroom culture? How does it impact students’ and educators’ ability to empower student voice? Source: https://www.flickr.com/photos/478235 83@N03/6822343100/">Enokson
- 20. Cluster Activity How does student voice inform curriculum planning and objectives? 1) Pick one of the student voice projects you learned about in orientation, or a student voice project you may know of. 2) Map out how this project connects to your curriculum using paper or Popplet (www.popplet.com) 3) Take a photo/screenshot and upload it to the gallery in the virtual classroom.
- 21. Tech Tools for Capturing the Learning Process
- 22. Top 10 Tech Tools for Pedagogical Documentation Digital Images Video & Animation Mind Mapping Note Capture Audio Recording Blogging Social Media Comic Strip Wiki Presentation & Polling
- 23. 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
- 24. Tasks for Session 2
- 25. Tasks for Session 2 ● Please have your students take the student voice survey. ● Share and discuss the results of the student voice survey with your class. ● Based on survey results, explore and identify an area (learning environment, school culture, school policy, student leadership, student-centred learning) where students and teachers can work together to enhance student voice. ● Document the learning process by capturing an image & uploading it to the classroom gallery. Source: https://www.flickr.com/photos/65054187 @N00/59207597/>beardenb
- 26. Thank you for your attention!Thank you for your participation!
Hinweis der Redaktion
- St. Anthony Catholic Elementary School Peterborough St. Alphonsus Catholic Elementary School St. Francis of Assisi Catholic Elementary School
- Direct participants to padlet in virtual classroom: Ask participants to fill in their “need to knows” based on the results of their survey. This will create their personalized lines of inquiry as we begin to think about our student voice projects - what is something unique we can explore or take away related to our particular classrooms?
- Context within which student voice has been discussed/debated/contested over the years
- Using the text chat.
- The many non-verbal elements in this list speak to what Pat Thompson refers to as “disembodied” voice - the concern that speech may be privileged over other forms of bodily expression. Our bodies (non-verbal), actions, and how we adorn ourselves (clothing, symbols) can give off important information about what we think, our identities, attitudes, interests, affiliations. This form of communication can speak volumes. We also saw this in orientation, when using the global gallery card deck, we could see the way messages and ideas on global issues were projected through art.
- What’s nice about this diagram is it shows how we both actively solicit student voice, but may also happen to uncover/discover it through other means (e.g. observation, listening, document review).
- In Ontario, exceptionalities as defined by the IPRC range from: behaviour, communication, intellectual, physical, multiple (combination) Question of how do we understand “voice” i.e. how it is expressed and how we hear it, when considering students with exceptionalities? According to Sellman, most commonly perceived voice of SEBD students is in the form of externalized behaviors or resistance to both curriculum and teaching methods they perceive as irrelevant, disaffecting and/or patronising Little research has been done to assess how the ideas and energy students experiencing SEBD can influence teaching and learning, the classroom community and school culture positively through pupil participation projects
- In orientation, we highlighted different student voice projects under 5 areas: student-centred learning, student leadership, learning environment (e.g. physical, technology), policy-making, school culture. Let’s consider some of the larger contexts that impact how these 5 areas of student voice can flourish: 1) how teaching and learning is planned and organized, 2) the classroom culture and 3) the school climate.
- In our journey together, want to get to a point of shared leadership with our students. In this course, by co-leading a student voice project with our students, we can work together to uncover, build or strengthen the culture of student voice in our contexts. Think-Pair-Share on curriculum planning question
- e.g. Meeting in a circle as part of restorative classroom practices to develop a strong classroom culture. A circle is a way of meeting with people and of having conversations in which the shape itself implies, community, connection, inclusion, fairness, equality and wholeness. It draws on the Aboriginal tradition of the talking circle in a complex multicultural, contemporary society. Meeting in a circle ensures that everyone is respected, has a voice and is appropriately heard.
- Text chat
- Ask if Ontario schools got this far and show what they did... Direct participants to each share a project they really liked from the orientation examples, or to one they may know of from their own or a colleagues’ experience. Then, as a group, pick one project and map out how it may connect to your curriculum. Use popplet, or a piece of paper. Take a photo/screenshot and upload it to the virtual classroom.