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Anchor Activity. SS/L-18ITEB 2011 STUDENT VOICE MODULE. Check Out the Student Voice Handouts. As we wait for people to arrive : Read through Student Voice Initiative One-Pager and/or the Principals Want to Know handout(s)

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Anchor activity

Anchor Activity

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Check Out the Student Voice Handouts

  • As we wait for people to arrive:

  • Read through Student Voice Initiative One-Pager and/or the Principals Want to Know handout(s)

  • Complete the Anchor Activity: Ticket in the Door alone or with a partner

Review the Student Voice

Initiative handout and complete

the sentences:


Anchor activity

Student Success Learning to 18Student Voice Module

Summer Program

Summer 2011


Anchor activity

Student Voice Summer Program 2011

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Focus for Student Voice Module:

  • Introduction to Student Voice

  • Initiate exploration of…

“How might we invite students to co-create their learning communities?”


Materials review

Materials Review

SS/L-18ITEB 2011 STUDENT VOICE MODULE

*Required For Student Voice Module*

Handouts 1 & 2 – Student Voice Initiative one-pager, Principals Want to Know newsletter

Handout 3 - Ticket in the Door

Handout 4 - Making Connections Organizer

Handout 5 – BINGO Recording Sheet

Handout 6 – 9 Student Voice Indicators

Handout 7 – Hart’s Ladder

Handout 8 – Suggested Further Reading

SpeakUp in a Box –one for each participant


Module agenda

Module Agenda

SS/L-18ITEB 2011 STUDENT VOICE MODULE

1

  • Minds On

    • Setting the stage – the provincial context

    • Learning Goals/Essential Questions

    • Introduction Activity / Debriefing Anchor Activity

    • Inviting Student Voices - Student Voice DVD

    • Research & Student Engagement – Students Said Activity

  • Action

    • The Student Voice Initiative Overview

    • Hart’s Ladder: Assessment of Student Participation – Read, Pair, Share Activity

  • Consolidation

    • Exploring SpeakUp in a Box

    • Making Connections Organizer

    • Suggested further reading

    • Student Voice Module Conclusion

2

3


Minds on

Minds On

SS/L-18ITEB 2011 STUDENT VOICE MODULE

  • Setting the Stage – the provincial context

  • Learning Goals/Essential Questions

  • Introduction Activity / Debriefing Anchor Activity

  • Inviting Student Voices - Student Voice DVD

  • Research & Student Engagement – Students Said Activity


Provincial context

Provincial Context

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Core priorities:

  • High Levels of Student Achievement

  • Reducing the Gaps in Student Achievement

  • Increased Public Confidence in Our Publicly Funded Schools


School effectiveness framework

School EffectivenessFramework

SS/L-18ITEB 2011 STUDENT VOICE MODULE


School effectiveness framework1

School EffectivenessFramework

SS/L-18ITEB 2011 STUDENT VOICE MODULE

A Support For School Improvement And Student Success

http://www.edu.gov.on.ca/eng/literacynumeracy/Framework_english.pdf

*

Student Voice and the School Effectiveness Framework

3.1 The teaching and learning environment is inclusive and reflects individual student

strengths, needs and learning preferences.

3.2 School programs incorporate students’ stated priorities and reflect the diversity, needs and interests of the school population.

3.3 Students are partners in conversations about school improvement.

3.4 Explicit strategies are in place to enable students to demonstrate strong citizenship skills such as leadership, teamwork and advocacy.


Supporting the instructional core

Supporting the Instructional Core

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Leading

Learning – leadership


Example

Example

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Host a forum involving students to gather feedback on the 4 pillars

Students host a forum using SpeakUp in a Box to identify what helps and hinders their learning and their ideas about what adults and students can do.

Senior Social Science course

Action Research using collaborative inquiry: (Plan, Act, Observe, Reflect)For example: Divide into a project team of 3 or 4 students.  You are a team of policy advisers in the Ministry of Education in Ontario. Along with several other teams in the province, you have been assigned to conduct original research into student engagement among students in Grades 7-12. etc.


A professional learning cycle

A Professional Learning Cycle

SS/L-18ITEB 2011 STUDENT VOICE MODULE


Student success grades 7 12 key elements

Student Success Grades 7-12 Key Elements

SS/L-18ITEB 2011 STUDENT VOICE MODULE

  • EFFECTIVE INSTRUCTION

  • Differentiated Instruction

  • Math GAINS

  • Literacy GAINS

  • Professional Learning Cycle

  • Student Voice

  • School Effectiveness Framework

    INTERVENTIONS

  • Credit Rescue / Recovery

  • Transitions Supports/Taking Stock

  • Children and Youth in Care

  • Re-engagement 12 12+Strategy

  • Supervised Alternative Learning

  • School Support Initiative

PROGRAMS

  • Specialist High Skills Major

  • Dual Credits

  • Expanded Cooperative Education

  • Ontario Skills Passport

  • Board Specific Programs

  • LEADERSHIP DEVELOPMENT

  • Student Success Leaders

  • Student Success Teachers

  • Student Success School and Cross Panel Teams


Pyramid of preventions and interventions

Pyramid of Preventions andInterventions

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Re-entry to School

ALL SOME FEW


Learning goals

Learning Goals

SS/L-18ITEB 2011 STUDENT VOICE MODULE

In this session participants are learning how to:

  • explain student voice and why it is important to learning;

  • access support and resources for Student Voice through colleagues, the board and the ministry;

  • invite students to co-create environments that promote student engagement and use this important information for improving their learning.


Essential questions

Essential Questions

SS/L-18ITEB 2011 STUDENT VOICE MODULE

  • What is the Student Voice Initiative?

  • How might I invite students to co-create environments that promote student engagement in their learning?

  • How do I increase my access to assistance and resources?


Making connections organizer

Making Connections Organizer

SS/L-18ITEB 2011 STUDENT VOICE MODULE


Building inclusion anchor activity debrief

Building Inclusion & Anchor Activity Debrief

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Strategy: Partner Introduction

Instructions:

  • Choose a partner from table group. Decide who will be the interviewer and who will be interviewed. For one minute, the interviewer will tell his/her partner all the things he/she does not know about his/her partner, including why she/he is taking the Student Voice Module and something interesting from the Anchor Activity. The partner being interviewed then responds for two minutes giving information they are comfortable sharing.

  • Partners switch roles and repeat the strategy.

  • Reform into a table group. Each set of partners introduce one another to the table group and share their partners reasons for the taking this module and one thing they found interesting from the Anchor Activity. Continue until everyone has been introduced to the table group by their partners.


Whole group debrief

Whole Group Debrief

SS/L-18ITEB 2011 STUDENT VOICE MODULE

What are some of the common and/or different reasons people are taking this module. What did you learn about each other?

What did you learn about student voice from one another?

Why is it important to build inclusion in any group? How do you build inclusion in your classrooms so that it is a safe/respectful place for students to express their voices?


Inviting student voices

Inviting Student Voices

SS/L-18ITEB 2011 STUDENT VOICE MODULE

What are you wondering about Student Voice or the SV Summer Program?

  • View the Student Voice DVD.

  • Reflect on the video by filling in responses to the BINGO template (Handout 5).

  • Each group member shares a response for ONE box with table group.


Bingo

BINGO

SS/L-18ITEB 2011 STUDENT VOICE MODULE


Research student engagement

Research & Student Engagement

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Student Engagement is a measure of the extent to which students:

  • participate in academic and non-academic activities

  • identify with and value schooling outcomes

  • make a serious personal investment in their learning

*This and the following slides draw upon the research of Dr. Doug Willms , with permission.


Program for international student assessment pisa

Program for International Student Assessment (PISA)

SS/L-18ITEB 2011 STUDENT VOICE MODULE

25%

prevalence of students with low engagement


Socio economic gradient

Socio-Economic Gradient

SS/L-18ITEB 2011 STUDENT VOICE MODULE


Socio economic gradient1

Socio-Economic Gradient

SS/L-18ITEB 2011 STUDENT VOICE MODULE


Socio economic gradient2

Socio-Economic Gradient

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Average Participation in Sports & Clubs

67%


Critical learning threshold

Critical Learning Threshold

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Engagement is a function of development


Considering flow

Considering Flow

SS/L-18ITEB 2011 STUDENT VOICE MODULE

67%


Engagement as learning

Engagement as Learning

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Learning

Quality Instruction

Enabling Content

Time

Engagement


Tell them from me

Tell Them From Me

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Outcomes

thelearningbar.com

67%

Drivers of Student Outcomes


Raising the bar

Raising the Bar

SS/L-18ITEB 2011 STUDENT VOICE MODULE


Students said

Students Said…

SS/L-18ITEB 2011 STUDENT VOICE MODULE

  • MSAC 2011-12 students were asked: “In order to increase student engagement in schools, principals, teachers and other school leaders should…” The top three responses from students were:

    • Build a strong extra-curricular program that builds a sense of belonging, self-confidence& enjoyment of school, particularly for those students at risk.

    • Encourage and support teachers to build strong relationships with students.

    • Foster a teaching approach that includes designing learning tasks that are focused on students’ interests.


Anchor activity

Students Said…

SS/L-18ITEB 2011 STUDENT VOICE MODULE

  • Go to the response that interests you

  • Discuss response and how it relates to Dr. Willms research

  • Share a thought with the larger group


Action

Action

SS/L-18ITEB 2011 STUDENT VOICE MODULE

  • SpeakUp – The Student Voice Initiative Overview

  • 9 Student Voice Indicators - Final Word

  • Hart’s Ladder: Assessment of Student Participation – Read, Pair, Share


The student voice initiative

The Student Voice Initiative

SS/L-18ITEB 2011 STUDENT VOICE MODULE

SpeakUp’s Key Messages


Main components

Main Components

SS/L-18ITEB 2011 STUDENT VOICE MODULE

MSAC


Anchor activity

Minister’s Student Advisory Council

SS/L-18ITEB 2011 STUDENT VOICE

INITIATIVE

TERMS OF REFERENCE

  • Provide ongoing student perspectives, recommendations, and consultations on the Ministry of Education’s policies, programs and practices

  • Provide advice and feedback on the activities more specifically related to the Ministry’s student engagement activities

  • Participate in student forums, events or conferences to discuss student-related issues

  • Learn about strategic planning and the formation of government policy, programs and practices

  • The Council is composed of:

  • 60 students from each of the 6 regions and 3 francophone regions to represent students’ diverse backgrounds:

    • Students grades 7-12

    • Students with special needs

    • English Language Learners

    • A range of engaged to disengaged and recently re-engaged students

    • Students not in school

    • Reserved membership for representatives from the OSTA (3) and FESFO (3)

*Over 600 students applied for a seat on the

2011-12 MSAC


Regional student forums

Regional Student Forums

SS/L-18ITEB 2011 STUDENT VOICE MODULE

One-day consultations with students to share ideas on how to respect all students’ voices and how to strengthen their engagement in learning.

The 9 Student Voice Indicators, which drive the Student Voice Initiative, emerged from Regional Forums in 2009.

In 2011, the focus for discussion was student councils and how they can strengthen engagement academically among all students and hear all students’ voices.

A diversity of students selected from a range of destinations and levels of engagement, grades, gender, non-traditional leaders, those on student students council or not, student trustees, and MSAC members).


9 student voice indicators

9 Student Voice Indicators

SS/L-18ITEB 2011 STUDENT VOICE MODULE

6. Provide students with the opportunity to give feedback on their learning experience in order to achieve success.

7. Consult students and inform them on decisions that impact their educational experience.

8. Ensure students’ experience of education is equitable wherever they live in Ontario (i.e. curriculum, classroom materials, and qualified teachers).

9. Commit to ensuring eco-friendly practises in their schools and classrooms (i.e. composting, recycling, green roofs, and healthier food options).

1. Based on students’ interests, expand the available extra-curricular options to include enrichment, peer support, academic support and activities.

2. Make more explicit the strategies designed to support student learning of life skills (e.g. leadership, teamwork, communication).

3. Ensure the learning environment is inclusive socially (i.e. opportunities to talk about issues such as mental health, bullying, racism, diversity, inclusion)

4. Ensure the learning environment is inclusive academically (i.e. teachers know the individual students and their learning styles, what helps and hinders their learning).

5. Build on the SpeakUp to ensure all students feel welcomed and empowered in their schools.


Anchor activity

SpeakUpProjects

SS/L-18ITEB 2011 STUDENT VOICE

INITIATIVE

Grants for student-led projects (up to $1000 per project)

Student-led projects that focus on strengthening engagement in the under-engaged are the priority

Over 4000 student-led SpeakUp projects, in 900 schools, have received grants since 2008

1367 projects were approved in 2010-11

Applications for 2011-12 will be posted on www.ontario.ca/speakupin the fall of 2011.


2010 2011 speakup project examples

2010-2011 SpeakUpProjectExamples

SS/L-18ITEB 2011 STUDENT VOICE MODULE

  • The Ideas Exchange: Student Education - Student Action, a city-wide conference in an alternative education setting

  • Saving Our Selves,a teen health and wellness fair

  • IMPACT- Random acts of kindness, a campaign to abolish bullying and create a safe school environment through positive actions


Speakup in a box

SpeakUp in a Box

SS/L-18ITEB 2011 STUDENT VOICE MODULE

SpeakUp in a Boxcontains everything needed for 30 students to discuss:

What helps you engage in your learning?

What holds you back from engaging in your learning?

What can adults do to improve how education looks and feels?

What can students do to improve how education looks and feels?

Students are to share their ideas with staff and the Ministry. They may apply for a grant to lead a SpeakUp project designed as a result of what they learned.

Students and teachers may request a kit by emailing: [email protected]

*Thanks to Speak Out Alberta for sharing their idea.


Student voice success criteria

Student Voice Success Criteria

SS/L-18ITEB 2011 STUDENT VOICE MODULE

School boards and schools establish a process for consulting and communicating the outcome of the consultation about decisions that impact on them

  • Including all students in the provision for student voice, not just those who are on student council or most comfortable expressing their voice.

    Visible teaching involves:

  • Making learning the explicit goal

  • Sharing challenging learning intentions and success criteria

  • Seeking and giving feedback;

  • Adapting teaching as a result of feedback from learners

  • Planning interventions that deliberately encourage mastery of these intentions

    Visible learning involves students:

  • Being committed to and open to learning

  • Being involved in setting challenging learning intentions and success criteria

  • Seeking feedback from learning


Take five

Take Five

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Take a few moments to re-read the Student Voice Initiative and Principals Want to Know handouts with your new understanding of the Student Voice Initiative main components:

  • MSAC

  • SpeakUp Projects

  • Regional Student Forums

  • 9 Student Indicators

  • SpeakUp in a Box

  • Student Voice Success Criteria

    Take a moment to jot down some emerging ideas in your Making Connections organizer.


Hart s ladder read pair share

Hart’s Ladder - Read, Pair, Share

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Read

  • Read through Hart’s Ladder on levels of Student Engagement.

  • Consider where you would place your school today.

Pair, share

Share with a partner your thoughts about how you could infuse one or more of the Ministry’s Student Voice initiatives to move your school ‘up the ladder’.


Types of engagement

Types of Engagement

SS/L-18ITEB 2011 STUDENT VOICE MODULE

8) Young people-initiated, shared decisions with adults

Projects or programs are initiated by young people and decision-making is shared between young people and adults. These projects empower young people while at the same time enabling them to access and learn from the life experience and expertise of adults.

7) Young people-initiated and directed

Young people initiate and direct a project or program. Adults are involved only in a supportive role.

6) Adult-initiated, shared decisions with young people

Projects or programs are initiated by adults but the decision-making is shared with the young people.

5) Consulted and informed

Young people give advice on projects or programs designed and run by adults. The young people are informed about how their input will be used and the outcomes of the decisions made by adults.

4) Assigned but informed

Young people are assigned a specific role and informed about how and why

they are being involved.

3) Tokenism

Young people appear to be given a voice, but in fact have little or no choice

about what they do or how they participate.

2) Decoration

Young people are used to help or "bolster" a cause in a relatively indirect way,

although adults do not pretend that the cause is inspired by young people.  

1) Manipulation

Adults use young people to support causes and pretend that the causes are

inspired by young people.

Adapted from Hart, R. (1992)


Consolidation

Consolidation

SS/L-18ITEB 2011 STUDENT VOICE MODULE

  • Exploring SpeakUp in a Box

  • Making Connections Organizer

  • Suggested further reading

  • Student Voice Module - Conclusion


Unpacking speakup in a box

UnpackingSpeakUp in a Box

SS/L-18ITEB 2011 STUDENT VOICE MODULE

As a whole group, discuss:

  • Has anyone had the opportunity to use this resource?

  • If yes, how has it been used in your school?

  • What connections can you make between this resource and overall curriculum expectations and/or four pillars of learning: Community Culture and Caring, Pathways, Literacy and Numeracy?


Consolidation task

Consolidation Task

SS/L-18ITEB 2011 STUDENT VOICE MODULE

In table groups:

  • Explore the Speakup in a Box

  • Discuss ideas for using it in schools

  • Identify a ‘first’ next step to share with principals, students and school communities in September


Making connections take 5

Making Connections-Take 5

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Take 5 minutes to return to your Making Connections Template.

Fill in information, ideas, insights & questions that you would like to take into this afternoon’s meeting and/or back to your schools in September.


Suggested reading

Suggested Reading

SS/L-18ITEB 2011 STUDENT VOICE MODULE

REFERENCES

Bragg, S., (2007). Consulting young people: a review of the literature. Creative Partnerships.

https://www.creative-partnerships.com/data/files/consulting-young-people-13.pdf

Cook-Sather, A., (2007).What Would Happen if We Treated Students as Those With Opinions That Matter? The Benefits to Principals and Teachers of Supporting Youth Engagement in School, NASSP Bulletin, 91, 343.

Ferguson, B. & Tilleczek, K., Boydell, K., Rummens, J. A., (2005). Early School Leavers: Understanding the Lived Reality of Student Disengagement from Secondary School, Ontario Ministry of Education.

Fielding, M., (2004). Transformative approaches to student voice: Theoretical underpinnings, recalcitrant realities. British Educational Research Journal, 30(2), 295–311.

Fielding, M & Bragg, S., (2003). Students as Researchers, Making a Difference. Cambridge: Pearson Publishing.

Flutter, J. and Rudduck, J. (2004) Consulting Pupils: What’s in it for Schools?, London: RoutledgeFalmer

Hattie, J., (2009) Visible Learning, A Synthesis of over 800 Meta-Analyses relating to Achievement, Routledge, New York, N.Y. (p. 118) and p. 173)

Levin, B., (2000). Putting students at the centre in education reform. International Journal of Educational Change, 1(2),

155–172.

Levin, B & Pekrul, S., (2007). Building Student Voice for School Improvement. In D. Thiessen & A. Cook-Sather (Eds.), International Handbook ofStudent Experience in Elementary and Secondary School, 711–726.

Mitra, D., (2007). Student Voice in School Reform: from Listening to Leadership. In D. Thiessen & A. Cook-Sather (Eds.), International Handbook ofStudent Experience in Elementary and Secondary School, 727–744.

Oldfather, P., (1995). Songs “come back most to them”: Students’ experiences as researchers Theory into Practice, 34(2), 131.

Rudduck, J., Chaplain, R., & Wallace, G., (1996). School Improvement: What Pupils Can Tell Us? David Fulton Publishers Ltd., London.

Rudduck, J., (2007). Student Voice, Student Engagement, and School Reform. In D. Thiessen & A. Cook-Sather (Eds.), International Handbook of Student Experience in Elementary and Secondary School, 587-610

Willms, J.D. (2003) Student Engagement at School: a sense of belonging and participation: Results from PISA 2000. Organisation for Economic Co-operation and Development. p. 34.


Conclusion

Conclusion

SS/L-18ITEB 2011 STUDENT VOICE MODULE

Students cannot Speak Up alone. How can teachers and administrators enrich a shared conversation with students in schools?


Feedback

Feedback

SS/L-18ITEB 2011 STUDENT VOICE MODULE

THANK YOU!

Please provide session feedback

using the online survey link provided by your facilitator.


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