Student Engagement L@S
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This presentation outlines five levels of engaging students in learning
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Student Engagement L@S
- 1. [email_address] Rotorua New Zealand February 2009 Feedback to Feed Change: What do the students say? learning@school Shaping teaching and learning in the 21st century Ko te whenu hou te tau
- 3. Students are provided with the skills, information, authority and resources in order to make the final decision The school works together with students to find solutions, taking into account all the information that leads to an agreed outcome The school includes students on planning and implementation; or asks how they would like to proceed with something before making a final decision The school asks and listens to the students if they have ideas to improve something; which option they would prefer; or what would happen if we made a certain decision The school tells the students about a decision that has happened; and/or about something that is going to happen and how Adapted from the Draft Community Engagement Model for the City of Charles Sturt Towards co-creation, shared knowledge within a bicultural/multicultural perspective Levels of student engagement Levels of student influence over decisions The right to know, do and be - the responsibility to take action
- 4. The why of feedback to feed change⊠Building the NZC vision through practice Checking in to see whether your assumptions are correct Developing leadership capabilities NZC Vision
- 5. Sally Boyd, NZCER Survey
- 6. NCSL Pupil Involvement Booklet
- 11. Â
- 12. Â
- 13. Â
- 19. Cameo: Port Chalmers School
- 22. Students as researchers http://www.innovation-unit.co.uk/
- 30. Last tasks⊠I have gained some useful ideas I have been engaged in the process
Hinweis der Redaktion
- John Smyth has claimed that providing students with decision-making power is a genuinely transformative alternative to the âdistressingâ international trend amongst western educational reformers to strengthen accountability schemes and punitive testing, and to âperpetrate âdeficit â and âblaming â views of students, their families, and neighbourhoodsâ. He claims that for educational reform to be effective, âthen it will have to be one that includes the lives, experiences, cultures, family backgrounds, aspirations, and hopes of young people themselves.â11 Michael Fielding, Lawrence Angus and Michael Wyness are among those who have argued for radical change to the current emphasis on teacher âperformance â and student âquality â , and to the view of students as more or less adequate products of mainstream schools12. What this means, very simply put, is that schools should adapt according to what students say instead of, as Angus puts it, âhardening the policy regimeâ and forcing schools towards âimpersonal and remote standardsâ demanded by âthe managerial norms that now characterise education as an institutionâ13. Only slightly less simply, this also means being adaptable to the many different voices heard in school at any one time instead of only engaging with students from an idealised middle class template14. As Cathy Burke has argued, student consultation and participation should be viewed as a âshared dialogueâ between adults and children who occupy âshared spacesâ. She asks, however, whether it is possible âto talk of the authentic voice or view of the child - one finite, universal view which represents all ages, backgrounds, situations and cultures that can be harnessed to school renewal?â and suggests that ârecognising diversity of views and experiences can help to develop the notion of the child and of school as realities that adults and children can construct together.â17 The central question in this building of shared dialogue and in the construction of the realities of schooling and children, then, is who speaks and who listens? Furthermore, in what languages and through what voices do they speak? Following Basil Bernstein, Madeleine Arnot and Diane Reay have recently developed the concept of âpedagogic voice â and an analytical approach to interrogating the relations of power and control which create voices. They suggest that school itself produces and shapes the voices of students, to the extent that teachers or researchers who claim to listen to student voice may be only listening to the voices that they have had a hand in shaping. These are, we might suggest, âschooled voices â coloured by the impact of the authority of adulthood, rather than the authentic voices of childhood.