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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. 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
  2. 2. 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>
  3. 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. 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. 5. Sally Boyd, NZCER Survey
  6. 6. NCSL Pupil Involvement Booklet
  7. 7. 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>
  8. 8. http://nzcurriculum.tki.org.nz/
  9. 9. An example of material on NZCOnline <ul><li>From a talk by Mary Chamberlain </li></ul>http://nzcurriculum.tki.org.nz/
  10. 10. <ul><li>http://nzcurriculum.tki.org.nz/ </li></ul>
  11. 14. 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…
  12. 15. 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/
  13. 16. <ul><li>http://tonitwiss.com/mobile/ </li></ul>
  14. 17. 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>
  15. 18. 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
  16. 19. Cameo: Port Chalmers School
  17. 20. 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>
  18. 21. 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
  19. 22. Students as researchers http://www.innovation-unit.co.uk/
  20. 23. 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…
  21. 24. 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
  22. 25. <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
  23. 26. 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>
  24. 27. 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>
  25. 28. 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>
  26. 29. 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>
  27. 30. Last tasks… I have gained some useful ideas I have been engaged in the process

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