The Power of Student Voice
Published on Nov 18, 2015
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PRESENTATION OUTLINE
Post-It #1
Where is student voice being used in your school?
Photo by medically_irrelevant
Untitled Slide
Where is student voice being used in your school?
We asked participants to answer this question, and here is what they said:
- presentations, school assemblies, Facebook
- art room maker space, interpersonal communication, student council
- hallways, classrooms, newspaper, drama
- student clubs: when 2 or 3 are gathered, a club is formed
- prospective parent tours
- humanities classes
- storytelling/listening
- arts, school assembly, middle school
- daily morning, pages writing
- schedule
- student leadership council
We asked participants to answer this question, and here is what they said:
- presentations, school assemblies, Facebook
- art room maker space, interpersonal communication, student council
- hallways, classrooms, newspaper, drama
- student clubs: when 2 or 3 are gathered, a club is formed
- prospective parent tours
- humanities classes
- storytelling/listening
- arts, school assembly, middle school
- daily morning, pages writing
- schedule
- student leadership council
Untitled Slide
Where might student voice be missing in your school?
We asked participants to answer this question, and here is what they said:
- newspaper
- lesson planning
- rule making
- course selection
- school policies
- project/assignment creation
- community meetings
- some classrooms
- STEM courses
- US social studies
- curriculum
- rules
We asked participants to answer this question, and here is what they said:
- newspaper
- lesson planning
- rule making
- course selection
- school policies
- project/assignment creation
- community meetings
- some classrooms
- STEM courses
- US social studies
- curriculum
- rules
Defining Student Voice
Student voice involves working together over time. It is not one-way communication (occasional surveys, etc.) but rather an ongoing dialog.
"Listening to student voice is the practice of educators intentionally and systematically eliciting student viewpoints on a specific topic for improvement purposes."
- BethAnn Berliner
Students are asked not only what they want to DO or LEARN, but also what they THINK, FEEL, and EXPERIENCE.
They are involved in their own education, from daily decision-making to major course planning.
They are involved in their own education, from daily decision-making to major course planning.
Voice vs. Choice
Choice is subset of Voice, a small portion. Easier to give students Choice, Voice is harder, but more valuable.
Photo by derekbruff
Audience
Something to think about:
Who is listening to our student's voices? Just the school community? Parents? Leaders? A wider audience?
Who is listening to our student's voices? Just the school community? Parents? Leaders? A wider audience?
Photo by <Leonie di Vienna>
Lower School
Sometimes difficult to listen to our youngest student's voices. Surveys, etc, are tough.
Thematic Units
Pre-K Space Unit
Preschool students were so interested in the solar system one year, the teacher changed her thematic unit to reflect what students were interested in. She said “I basically just scratched my plans from end of the year and then put in a Space unit because the kids had been talking about it a lot. We ended up going on "trips to outer space" going through "astronaut training" etc. and building a spaceship because I didn't want to use a lot of materials since it was at the end of the year.”
Pre-K Space Unit
Class Conference
Conduct a mini conference in your own classroom. Students choose the topics and present what they are interested in. Students learn from each other.
The Leader in Me
Roycemore School uses the Leader in Me approach
Our 4th grade students lead weekly Monday morning meetings - they format it, set the agenda (asking teachers in the whole LS what to include), suggest changes, choose one of the 7 habits to discuss, do skits, etc.)
Our 4th grade students lead weekly Monday morning meetings - they format it, set the agenda (asking teachers in the whole LS what to include), suggest changes, choose one of the 7 habits to discuss, do skits, etc.)
Leadership Song by 4th Graders
4th Grade students are even working on an original song about being a leader to share with their peers.
Wonder Walls
REACHING A WIDER AUDIENCE
Kids used bird stickers to indicate they wanted something Tweeted. This is one way to help student's voices reach a wider audience.
We are makers!
LS Theme Week 2015: Students chose from four "maker" interest areas: clothing, toys, jewelry, and tinkering. Students spent each morning for a week engaged in creating items in their interest area with mixed-age (1st-4th grade) groups.
Each student directed his/her own project from idea to design to creation. Finished items included unique board games, fashion "look books" and doll clothing models, an electric snack-delivering machine, and so on.
Link to video: https://www.youtube.com/watch?v=hCzSZ9EIzi0
Each student directed his/her own project from idea to design to creation. Finished items included unique board games, fashion "look books" and doll clothing models, an electric snack-delivering machine, and so on.
Link to video: https://www.youtube.com/watch?v=hCzSZ9EIzi0
Photo by -Snugg-
Middle School
In the Middle School, we use student voice in many ways.
Students have a weekly elective course. One choice is Genius Hour, where students study a topic they are passionate about to study for the semester.
Students have a weekly elective course. One choice is Genius Hour, where students study a topic they are passionate about to study for the semester.
Clubs & Activities
All Middle School clubs & activities come from student suggestions and teacher expertise.
Feedback Surveys
Here is an example of an end-of-year survey monkey given to MS students. It helps us get feedback about areas of the Middle School program: Clubs & Activities, Monthly After School Social Outings, Olympic Events, and Miscellaneous items (assemblies, overnight trips, Spirit Week, Sports Banquet, etc).
We have always sought end-of-year student feedback- but technology has made this simpler.
Teachers review the feedback (both the data and suggestions) when planning for the next school year.
We have always sought end-of-year student feedback- but technology has made this simpler.
Teachers review the feedback (both the data and suggestions) when planning for the next school year.
Feedback Surveys
Example of survey results from MS students.
Theme Days
For 2 days in February, we cancel regular classes in the MS and students are immersed in a particular theme.
As you'll see, theme days has changed over the last several years, and is one way we have really improved in listening to student voice.
As you'll see, theme days has changed over the last several years, and is one way we have really improved in listening to student voice.
Purpose of Theme Days “is to provide students with an opportunity to explore a topic in depth, applying a variety of skills developed in the regular program, i.e. cooperation/teamwork, leadership, research, reading, writing, technology, art, public speaking, and critical thinking, to name a few). The timing of the project is intended to help re-energize students & faculty, and provide a departure from the daily routine during the long winter months and the period between Winter Break & Spring Break.”
2006: CELEBRATING OUR DIVERSITY
Theme Days 2006 “Celebrating our Diversity” - two days of field trips spent at Chicago’s DuSable museum & National Museum of Mexican Art. Completely planned by teachers - no student voice.
High transportation costs, high percentage of student absences, low success overall.
High transportation costs, high percentage of student absences, low success overall.
2007: WHERE IN THE WORLD IS THE GRIFFIN?
Theme Days 2007: "Where in the World is the Roycemore Griffin?" - Students spent two days “traveling” to countries on all 7 continents, completing tasks unique to the culture/country. Choices were given to students, but the days were still planned completely by teachers - student choice, but not voice.
More engagement, less absences, but also more hours of teacher planning (mostly spent in trying to come up with activities students are excited about), high supply costs.
More engagement, less absences, but also more hours of teacher planning (mostly spent in trying to come up with activities students are excited about), high supply costs.
2014: Lights, Camera, Action
Theme Days 2014: "Lights, Camera, Action!" - two days of learning how to make movies. Day one spent in workshops (Camera Production, Post production, script writing). Day two spent filming a version of “Little Red Riding Hood.” Truly started using student voice to plan theme days (After 2007, we started surveying kids for theme days topic ideas.)
High level of student engagement, excellent end products, low costs. Still lots of teacher planning, but HIGH level of excitement all around.
Western Little Red Video (one of 7 different adaptations): https://youtu.be/bDLTf8tTWqI?list=PLLjupMUh7eRmljWZ13mWnFDet_JcEax5n
High level of student engagement, excellent end products, low costs. Still lots of teacher planning, but HIGH level of excitement all around.
Western Little Red Video (one of 7 different adaptations): https://youtu.be/bDLTf8tTWqI?list=PLLjupMUh7eRmljWZ13mWnFDet_JcEax5n
2015: Change Makers
Theme Days 2015: “Change Makers” - Two days studying & improving social issues. Day 1- volunteering at local organizations. Day 2- identifying a problem within social issue and developing a workable solution. Culminated in student presentations with PSAs and logos. Totally student chosen and driven.
Highest levels of engagement and enthusiasm we've seen for theme days, lowest absences. Students truly felt they were making a difference.
Videos:
World Hunger PSA: https://youtu.be/-rZV7HOiz-Q
Bullying PSA: https://youtu.be/J6PBsC5QiEc
Animal Cruelty PSA: https://youtu.be/JkEk3GK4wUA
Homelessness PSA: https://youtu.be/MvIZ8BssEOo
Disaster Response PSA: https://youtu.be/dm0KumYjKtE
Highest levels of engagement and enthusiasm we've seen for theme days, lowest absences. Students truly felt they were making a difference.
Videos:
World Hunger PSA: https://youtu.be/-rZV7HOiz-Q
Bullying PSA: https://youtu.be/J6PBsC5QiEc
Animal Cruelty PSA: https://youtu.be/JkEk3GK4wUA
Homelessness PSA: https://youtu.be/MvIZ8BssEOo
Disaster Response PSA: https://youtu.be/dm0KumYjKtE
2017: Group Travel Experiences
Upper School
Academics
Students have a lot of voice in choosing their academic path in the Upper School. One way we've listened to student voice is by adding new courses in recent years (Statistics, Anatomy & Physiology, Computer Science, Service Learning) as a result of student needs/interests.
Photo by uonottingham
Setting a Focus
US students are encouraged to set a focus for their education. We are a small school and can't offer all the courses a larger high school can offer. If a course is not available, students can propose independent studies, in order to continue on with a certain focus. Independent studies have included computer programming, criminal science, economics, and film/television.
We will be expanding this concept as we move forward with a strategic plan that includes centers of academic excellence and increased community engagement.
We will be expanding this concept as we move forward with a strategic plan that includes centers of academic excellence and increased community engagement.
Photo by Michael Dales
Julia: Film & TV
- “I was one of the few students in my class who entered my college already having completed an internship, and it sets me apart.”
- “I now work as a Producer for my college’s Communications Office. I head a team of students in making marketing videos for the school.”
Here is one example of a student who wanted to set a particular focus for her US career, film and TV. Julia joined us her junior year wanting to study Film & TV, which we don't have. She pitched an Independent Study screenwriting class with one of our English teachers, did a JST internship with a production company in New York, and ended up walking out of here with a very strong resume in something we don't even offer.
Here are some quotes from Julia about her high school path.
Here are some quotes from Julia about her high school path.
Julia & Andrew
Here is a picture of Julia with Andrew, an alum who own the production company Julia interned with in New York.
Josh: CS, 3D Printer
- "I felt like the school needed some new technology, and I thought a 3D printer could do that for us." - Josh, 9th grade student
- "We wanted to support Josh's passion and drive to help the school and his peers." - Kevin Smith, Headmaster
Another example of how we are listening to our students is Josh. Josh became interested in 3D printing during 8th grade. He lobbied for the school to buy one and ended up raising money for it at our annual fundraiser.
Josh, now is our US, is focusing on computer science and technology. Though we only offer one CS course, he will be able to design independent studies and continue his work in this area.
Josh, now is our US, is focusing on computer science and technology. Though we only offer one CS course, he will be able to design independent studies and continue his work in this area.
JOSH & 3D PRINTER AT FUNDRAISER
3D Ambassadors
Josh has also been instrumental in starting a 3D Ambassadors team at Roycemore. This team is focused on integrating 3D printing into all curriculum and grade levels at the school. It is still brand-new, but the plan is for it to be completely student-led and designed!
Visit http://3dambassadors.weebly.com/ for more info on our 3D Ambassadors.
Visit http://3dambassadors.weebly.com/ for more info on our 3D Ambassadors.
3D Printing
Clubs & Activities
Like in Middle School, we survey US students about clubs and activities. Some of our longest-standing clubs have come from these surveys. Students often move a club from idea to implementation.
Feedback Surveys
Example of an Upper School end-of-year activities survey. Note area to suggest new events.
January Short Term
JST is a 3-week long program all Upper School students participate in. For more about Roycemore's January Short Term program, please visit http://www.roycemoreschool.org/jst.
JST Purpose
- Design a piece of his/her education
- Learn subject matter not typically taught in a classroom
- Attain success beyond grades
- Learn for pure enjoyment
- Participate in activities and events s/he may not have instituted on his/her own
- Explore a possible career
For more about Roycemore's January Short Term program, please visit http://www.roycemoreschool.org/jst.
Photo by C. Vizzone
JST Project Types
Group and Individual
JST Project types include Group Projects and Independent Projects. This is an example of a JST contract, which is approved by a committee of students and teachers.
Videos shown:
Chicago Cinema Connection (group project example): http://bit.ly/1k8A9oc
Piano and Singing Technique (individual project example): https://www.youtube.com/watch?v=tvSKVl7y-0g
More JST artifacts are available at our Digital Gallery: http://www.roycemoreschool.org/gallery
For more about Roycemore's January Short Term program, please visit http://www.roycemoreschool.org/jst.
Videos shown:
Chicago Cinema Connection (group project example): http://bit.ly/1k8A9oc
Piano and Singing Technique (individual project example): https://www.youtube.com/watch?v=tvSKVl7y-0g
More JST artifacts are available at our Digital Gallery: http://www.roycemoreschool.org/gallery
For more about Roycemore's January Short Term program, please visit http://www.roycemoreschool.org/jst.
Strategic Planning
School-wide student voice initiatives include focus groups, surveys, professional development, and a culture of openness between students and faculty.
Untitled Slide
Our mission is to inspire and nurture excellence and prepare each student for success in higher education and in a dynamic and complex world. Students have had a key role in implementing our mission and focusing on core values.
Core Values Survey
School constituents were surveyed on what core values were important to them. Students identified Compassion as an area we are now focusing on.
School Culture
Our school culture, in general, is very open. Students feel comfortable approaching any teacher or administrator with ideas.
Learner Centered
Listening to student voice is a wider educational trend. Learner Agency is a vital element in "A TRANSFORMATIONAL VISION FOR EDUCATION IN THE UNITED STATES," released by by Education Reimagined in September.
To read the vision, or for more info, visit Education Reimagined: http://education-reimagined.org/ or follow the #learnercentered hashtag on Twitter
To read the vision, or for more info, visit Education Reimagined: http://education-reimagined.org/ or follow the #learnercentered hashtag on Twitter
Photo by colemama
"Learning that is characterized by LEARNER AGENCY recognizes learners as active participants in their own learning and engages them in the design of their experiences and the
realization of their learning outcomes in ways appropriate for their developmental level. As
such, learners have choice and voice in their educational experiences as they progress through
competencies. Harnessing his or her own intrinsic motivation to learn, each learner strives to
ultimately take full ownership of his or her own learning."
Listening to student voice is a wider educational trend. Learner Agency is a vital element in "A TRANSFORMATIONAL VISION FOR EDUCATION IN THE UNITED STATES," released by by Education Reimagined in September (quoted here).
To read the vision, or for more info, visit Education Reimagined: http://education-reimagined.org/ or follow the #learnercentered hashtag on Twitter.
To read the vision, or for more info, visit Education Reimagined: http://education-reimagined.org/ or follow the #learnercentered hashtag on Twitter.
Photo by colemama
PD
We also listen to "teacher voice" - many of our more recent PD sessions have included choice-based workshops for teachers. We ran a "faculty enrichment day" last year, where teachers voted for the sessions they wanted to see. This year, we are trying EdCamp style workshops after school.
The Power of Student Voice
Student voice is powerful. The benefits are many.
Student Benefits
- independence
- confidence
- leadership
- compassion
- ownership
Independence - Students are willing to take risks and try new things. They come up with their own ideas, instead of just going with the flow!
Confidence - Students believe their opinion matters, and are confident when advocating for themselves. They take on new roles. Students feel they are part of the solution, not the problem.
Leadership - Students are more prepared to take on leadership roles.
Compassion - Students learn that ALL voices matter, not just their own. They genuinely care that everyone has a chance to share and lead.
Ownership - When students feel their voice is heard, they take more ownership in their education, thereby increasing achievement.
Confidence - Students believe their opinion matters, and are confident when advocating for themselves. They take on new roles. Students feel they are part of the solution, not the problem.
Leadership - Students are more prepared to take on leadership roles.
Compassion - Students learn that ALL voices matter, not just their own. They genuinely care that everyone has a chance to share and lead.
Ownership - When students feel their voice is heard, they take more ownership in their education, thereby increasing achievement.
School Benefits
- collaboration
- positive climate
- student responsibility
- fresh perspectives
Collaboration - Student voice projects have inspired much collaboration, particularly cross-curricular collaboration.
Positive climate - Listening to the student voice contributes to positive communication. Students feel they can approach any adult in the school.
Student responsibility - Student voice means students have responsibility for change, not just the adults in the school.
Fresh perspectives - How can we truly know what the student experience is like unless we ask them?
Positive climate - Listening to the student voice contributes to positive communication. Students feel they can approach any adult in the school.
Student responsibility - Student voice means students have responsibility for change, not just the adults in the school.
Fresh perspectives - How can we truly know what the student experience is like unless we ask them?
Further Learning
- Amplifying Student Voice webinar from EdWeek
- Students' Views on Teachers, Policy Hold Sway in Georgia District from EdWeek
- Speak Out, Listen Up! Toolkit
- Why Awaken the Middle School Voice? from AMLE
Amplifying Student Voice Webinar from EdWeek: http://www.edweek.org/ew/marketplace/webinars/webinars.html#archived
Students' Views on Teachers, Policy Hold Sway in Georgia District from EdWeek: http://leaders.edweek.org/profile/vickie-reed-superintendent-student-voice/
Speak Out, Listen Up! Tools for Using Student Perspectives and Local Data for School Improvement: https://relwest.wested.org/resources/31
- practical techniques for gathering student perspectives (such as "fish bowl")
Why Awaken the Middle School Voice from AMLE: http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/Artic...
Students' Views on Teachers, Policy Hold Sway in Georgia District from EdWeek: http://leaders.edweek.org/profile/vickie-reed-superintendent-student-voice/
Speak Out, Listen Up! Tools for Using Student Perspectives and Local Data for School Improvement: https://relwest.wested.org/resources/31
- practical techniques for gathering student perspectives (such as "fish bowl")
Why Awaken the Middle School Voice from AMLE: http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/Artic...
Photo by jimmiehomeschoolmom
More Resources
- Twitter hashtags: #stuvoice, #learnercentered, #studentdriven, #geniushour
- stuvoice.org
- Learn Like a Pirate by Paul Solarz
- Thrively - student inventory tool
- education-reimagined.org
Twitter hashtags of interest
#stuvoice: https://twitter.com/hashtag/stuvoice?src=hash
#stuvoice chat is Tuesdays at 9pm CST
#learnercentered: https://twitter.com/hashtag/learnercentered
#studentdriven: https://twitter.com/hashtag/studentdriven
#geniushour: https://twitter.com/hashtag/geniushour?src=hash
StuVoice.org: http://www.stuvoice.org/
Learn Like a Pirate book: http://www.learnlikeapirate.com/
Thrively: http://www.thrively.com/
Education Reimagined: http://education-reimagined.org/
#stuvoice: https://twitter.com/hashtag/stuvoice?src=hash
#stuvoice chat is Tuesdays at 9pm CST
#learnercentered: https://twitter.com/hashtag/learnercentered
#studentdriven: https://twitter.com/hashtag/studentdriven
#geniushour: https://twitter.com/hashtag/geniushour?src=hash
StuVoice.org: http://www.stuvoice.org/
Learn Like a Pirate book: http://www.learnlikeapirate.com/
Thrively: http://www.thrively.com/
Education Reimagined: http://education-reimagined.org/
Post-It #3
Moving forward, where will you incorporate student voice more?
We will post pictures of your ideas here a few days after our presentation, so check back to see other's ideas!
Photo by 3oheme
Untitled Slide
Where will you incorporate student voice more? Here are some of our participant's ideas!
- use more video documentation
- clubs
- projects
- class meetings that they structure
- use more video documentation
- clubs
- projects
- class meetings that they structure
Sara Dreiling
sdreiling@roycemoreschool.org
Beth Shutters
eshutters@roycemoreschool.org
Twitter: @shnology
Roycemore School
www.roycemoreschool.org
Programs --> Digital Gallery
Slides: bit.ly/isacssv
Please feel free to contact us with any questions!
