John Smyth has claimed that providing students with decision-making power is a genuinely transformative alternative to the “distressing” international trend amongst western educational reformers to strengthen accountability schemes and punitive testing, and to “perpetrate „deficit ‟ and „blaming ‟ views of students, their families, and neighbourhoods”. He claims that for educational reform to be effective, “then it will have to be one that includes the lives, experiences, cultures, family backgrounds, aspirations, and hopes of young people themselves.”11 Michael Fielding, Lawrence Angus and Michael Wyness are among those who have argued for radical change to the current emphasis on teacher „performance ‟ and student „quality ‟ , 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, “hardening the policy regime” and forcing schools towards “impersonal and remote standards” demanded by “the managerial norms that now characterise education as an institution”13. 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 “shared dialogue” between adults and children who occupy “shared spaces”. She asks, however, whether it is possible “to 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?” and suggests that “recognising 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.”17 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 „pedagogic voice ‟ 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, „schooled voices ‟ coloured by the impact of the authority of adulthood, rather than the authentic voices of childhood.
Student Engagement L@S
[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
The Power of the NZC <ul><li>It gives schools greater flexibility to design and implement curriculum that is tailored to the learning needs of their students and the expectations of their communities. </li></ul><ul><li>Full engagement with those who have an interest in the outcomes, including the students themselves. </li></ul>
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
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
Reflective Questions <ul><li>What are you currently doing? </li></ul><ul><li>What connections have you made? </li></ul><ul><li>What are the implications? </li></ul><ul><li>How can you adapt this for your environment? </li></ul>
http://kellyhines.wordpress.com/2009/01/25/what-do-teachers-need-to-know/ <ul><li>I think that teachers need to remember what it felt like being a kid because I don’t think they understand why we talk so much. We can’t control our mouths! I think that we should have permission to talk more. </li></ul><ul><li>I am so glad that each of you took the time to carefully consider and respond to this post. I can only hope that I will be able to begin to help you love learning and to be successful. Your advice will definitely help!(Kelly Hines - teacher - Jan 2009) </li></ul>Or try a plus delta…
Core efellows <ul><li>Toni Twiss - Ubiquitous Information (using mobile phones) </li></ul><ul><li>Nick Rate - Assessment for Learning and ePortfolios </li></ul><ul><li>Mark Callagher - Effective blended e-learning in secondary school teaching (using moodle) </li></ul>http://www. efellows .org. nz/
In contrast… <ul><li>“ zero tolerance of violence, harassment, bullying and swearing. Students are also forbidden to bring or use tobacco, alcohol or drugs whist under the jurisdiction of the school. Other forbidden items include cellphones, skateboards, Walkmans, CD players, IPods and MP3 players.” </li></ul>
Planning and asking explicit questions <ul><ul><ul><li>1. What does success mean for our students? How do we discuss success with them? How does curriculum support their success? </li></ul></ul></ul><ul><ul><ul><li>2. What do we know about the circumstances in which our students live?....about their world?.....about their needs? </li></ul></ul></ul><ul><ul><ul><li>3. How can our curriculum use to advantage the fact that young people learn from different people and in different contexts? </li></ul></ul></ul>Thanks to Perry Rush - Island Bay School - Wellington
Keep Stop Start Strategy <ul><li>Picture yourself returning to school when you are in your last year at secondary school. What would you hope would still be happening in the school? What would we have stopped doing? What would we have started doing? </li></ul>
Teachers as Researchers <ul><li>Teachers develop a common inquiry of questions and methodology for questioning. </li></ul><ul><li>Each teacher conducts it with students in their class/home group </li></ul><ul><li>Findings are collated and used to action change </li></ul>Student-Led Focus Group - NWREL
Students as researchers http://www.innovation-unit.co.uk/
Brookfield’s Critical Incident <ul><li>At what point did you feel most engaged with what was happening? </li></ul><ul><li>At what moment in this class were you most distanced from what was happening? </li></ul><ul><li>Affirming? Helpful? Puzzling? </li></ul><ul><li>Confusing? Surprising? </li></ul>Other examples…
Taking Action <ul><li>“ listening to pupils is not sufficient, it is what happens with the information” and the “degree to which pupil voice work is taken seriously and acted upon” that is of most importance. </li></ul>Enquiring Minds Position paper: Student voice and the ‘marketisation’ of school reform? Ben Williamson, Learning Researcher, Futurelab
<ul><li>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… </li></ul>Listening Dialogue Empathy Chart from David Anderson www.plotpd.com
Give One Get One <ul><li>The power is in the people…in the allocated time see how many people you can interact with. Record their ideas. Share one of yours. </li></ul><ul><li>Watch for the end of the session. When time is indicated, finish your conversation then return to your group for further instructions… </li></ul>
Some examples <ul><li>Use the silent auction technique during the whole day then hand in your card </li></ul><ul><li>Use of igoogle tools eg googledocs </li></ul><ul><li>Voicethread http://voicethread.com/#q.b15642.i95154 </li></ul><ul><li>http://twtpoll.com/ </li></ul><ul><li>http://www.strawpollnow.com/ </li></ul><ul><li>Gaming… </li></ul>
Challenges <ul><li>What happens for students - what do you think is important and what do they think is important? </li></ul><ul><li>Check your ‘artefacts’ for language & power </li></ul><ul><li>Review your current charter and school curriculum. Who designed it? Is it driving learning for a 21st century learner? Can the community voices be heard? </li></ul><ul><li>How will you build the capacity of students to be powerful contibutors to their learning, their school, their futures? </li></ul><ul><li>WHAT WILL YOUR NEXT STEPS BE? </li></ul>
Where can I find out more information? <ul><li>http://nzcurriculum.tki.org.nz/student_views/the_questions </li></ul><ul><li>www. thinkbeyond .co. nz </li></ul><ul><li>http://communityengagement.wetpaint.com/page/Student+engagement </li></ul><ul><li>(This wetpaint wiki has been set up especially for these notes and ideas) </li></ul>
Last tasks… I have gained some useful ideas I have been engaged in the process
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