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Napp inquiry presentation


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Napp inquiry presentation

  1. 1. Team Whero ‘Student Voice’ Inquiry The Learning Behind Inquiry about Self, Leading Change and Leading Learning .
  2. 2. The Focus of your Inquiry. <ul><li>Purpose of inquiry: </li></ul><ul><li>To provide a tool for the ‘student voice’ at Whangarei Intermediate School and empower students to be co-constructors of their own learning pathway. </li></ul><ul><li>To provide a tool to allow all students in the school access to writing exemplars and understand where their next learning step is. </li></ul><ul><li>To give our community the opportunity to see the progress our students are making in their writing. </li></ul><ul><li>To provide students with a tool to take writing samples on to High School and smooth the transition from Intermediate School to High School. </li></ul>
  3. 3. Inquiry Question <ul><li>How do we cater for ‘student voice’ team Whero at WIS? </li></ul>
  4. 4. The learning needs <ul><li>Find out what opportunities we were currently providing for our students to access ‘student voice’. </li></ul><ul><li>Research why ‘student voice’? </li></ul><ul><li>How other schools were providing opportunities for ‘student voice’? </li></ul>
  5. 5. Why ‘Student Voice’? <ul><li>Student Voice is about Learning </li></ul><ul><li>Students learn more effectively when taught by peers </li></ul><ul><li>When students plan educational activities their investment, ownership, and consequent learning is greatly increased </li></ul><ul><li>Students will be more engaged when the context is realistic and they have opportunities to authentic learning. </li></ul>
  6. 6. Why ‘Student Voice’? <ul><li>Student Voice is about Evaluating Teaching. </li></ul><ul><li>When students are given opportunities to evaluate lessons classroom teaching can be more effective. </li></ul><ul><li>Students observe lessons along side teachers - student perspective </li></ul><ul><li>Appraisal programme through oral informal conversations or structured surveys. </li></ul>
  7. 7. Why ‘Student Voice’? <ul><li>Student Voice is about School Improvement. </li></ul><ul><li>Leaders in education actively listening to their ideas and feedback. </li></ul><ul><li>Empowering students in the decision making, they will feel they have more of an investment in school improvement </li></ul><ul><li>Student voice on the BOT or open access to the Senior Management Team, strengthens trust in the partnership between students and adults. </li></ul><ul><li>Policy-making is more effective when students are partners in the process </li></ul>
  8. 8. Why ‘Student Voice’? <ul><li>Student Voice is about Developing Leaders and Promoting Citizenship. </li></ul><ul><li>Builds life skills to prepare them for the future. </li></ul><ul><li>Supporting students’ social and emotional needs, schools provide a safer place and a more secure learning environment. </li></ul><ul><li>Students actively involved in decision making and within their own learning pathway have a stronger sense of belonging. </li></ul><ul><li>Engaging student voice throughout education teaches young people the responsibilities required to be a citizen in a democratic society (Freire 2005). </li></ul>
  9. 9. Why ‘Student Voice’? <ul><li>Student Voice Affects the School Culture. </li></ul><ul><li>‘ classrooms become mutually supportive for teachers as well as students’ (Cervone & Cushman 2002). </li></ul><ul><li>Involving students in decision-making transforms the attitudes and systems that underlay the culture of organizations, schools, and communities </li></ul>
  10. 10. Why ‘Student Voice’? <ul><li>Student Voice is about Diversity. </li></ul><ul><li>Representative ‘student voice’ that reflects the perspectives of all students </li></ul><ul><li>Engaging student voice can ensure cultural, racial, economic, and social diversity in school improvement efforts (Rubin & Silva 2003) </li></ul>
  11. 11. Why ‘Student Voice’? <ul><li>Student Voice is about Integrity. </li></ul><ul><li>Students = 92% of any given school's population </li></ul><ul><li>Adults = 8% </li></ul><ul><li>Who makes the decisions? </li></ul>
  12. 12. Case Studies How other schools were providing opportunities for ‘student voice’? <ul><li>Red Beach Primary School, Auckland </li></ul><ul><li>‘ Student voice’ used to unpack their vision of ‘lifelong learning’ Students were unable to define ‘learning’ </li></ul><ul><li>Use the ‘Language of Learning’ explicitly with students </li></ul><ul><li>A year later they revisited the concept of ‘lifelong learning’, the students were now able to articulate examples of learning. </li></ul><ul><li>Today Red Beach Primary has ‘student voice’ embedded into the school culture in decision making and day to day routines. </li></ul>
  13. 13. Case Studies: How other schools were providing opportunities for ‘student voice’? <ul><li>Tawa Intermediate School, Wellington </li></ul><ul><li>Teachers designed an Inquiry using the big question ‘What goes through the minds of young learners as they prepare for an unknown future?’ </li></ul><ul><li>Collected the ‘student voice’ - wiki ‘Kidspeak’ </li></ul><ul><li>Students reflected on learning experiences - they designed ‘Student Teacher Needs Guidelines’. </li></ul><ul><li>The teachers changed their practice to support </li></ul><ul><li>the student findings. </li></ul>
  14. 14. Leading Change
  15. 15. The Methods Used to Lead Others in a Cycle of Change <ul><li>Posed the inquiry question at the beginning of the year. </li></ul><ul><li>Brainstormed current provision of ‘student voice’. </li></ul><ul><li>Discussed opportunities for provision of ‘student voice’. </li></ul><ul><li>Shared pedagogical evidence </li></ul><ul><li>Shared good practice and success stories </li></ul><ul><li>Observed teaching - formal appraisal system. </li></ul><ul><li>Collected evidence, cross referencing planning, assessment and workbook evidence </li></ul><ul><li>Surveyed the students / teachers </li></ul><ul><li>Prsented analysis of surveys with the teachers. </li></ul><ul><li>Interviewed and videoed students about new initiatives </li></ul>
  16. 16. Learning Experiences We Planned to Address Our Inquiry Question <ul><li>Talent Portfolio used to collect and personalize learning to support ‘student voice’ </li></ul>
  17. 17. <ul><li>Goal setting based on the KC using assessment evidence to target key acedemic areas </li></ul><ul><li>Student led ‘Student / Parent / Teacher Interviews’ </li></ul>
  18. 18. <ul><li>Use of the WALT / WILF (Learning intension & Success Criteria) </li></ul><ul><li>Co-constructing together as a partnership </li></ul>
  19. 19. Team Event Students’ presentation to parents demonstrating their understanding of the key competencies <ul><li>School & Team Assemblies </li></ul><ul><li>Students present their learning across the curriculum including dance and drama, often related to a topic studied in class. </li></ul>
  20. 20. ‘ Student Voice’: A Powerful Tool to Address Relevant Issues <ul><li>Cyber bullying presentations to an authentic audience </li></ul>
  21. 21. <ul><li>Student Organised & Student Led P.E Unit </li></ul>
  22. 22. <ul><li>Team Captains in Team Sport </li></ul>
  23. 23. Buddies Peer Assessment
  24. 24. <ul><li>Peer Marking & Feedback </li></ul>
  25. 25. The Use of Google Docs <ul><li>Puberty Thoughts? </li></ul><ul><li>The Hormone Path This is a web page with a diagram about hormones!!!! Read it if you want. Just so you know what </li></ul><ul><li>Write down what you think. You don’t need to leave your name. </li></ul><ul><li>Eating lots of junk food causes pimples. </li></ul><ul><li>Well I think it it’s sort of right... </li></ul><ul><li>no scince has proven it. </li></ul><ul><li>i agree sort oft true </li></ul><ul><li>I guess it can with all the oil.only if they don’t wash their facses. </li></ul><ul><li>totaly </li></ul><ul><li>I KNOW... </li></ul><ul><li>I agree this statment it is very true. </li></ul><ul><li>yea of course. </li></ul><ul><li>No, it’s not true. </li></ul><ul><li>i dont really think that cause if you have long hair you get pimpels to cj </li></ul><ul><li>probaly true but who wants pimples ???????? </li></ul><ul><li>i Sometimes boys can develop breasts during puberty. </li></ul><ul><li>Hahaha it’s funny and true lol. </li></ul><ul><li>Thats the funniest thing I’ve ever heard/ </li></ul><ul><li>O .M .G thats gross who would have thought that boys can develop breasts </li></ul><ul><li>omg i dont really belive that but they can have man boobs if there big.cj </li></ul>Guidelines are set up. Great way to gauge understanding and get some good discussion going
  26. 26. Inquiry WIS Blooms
  27. 27. Choice of Inquiry
  28. 28. Students as Teachers
  29. 29. Survey Analysis <ul><li>Sample 20 random students </li></ul><ul><li>Anonymous </li></ul><ul><li>4 from each class </li></ul><ul><li>Responses indicate </li></ul><ul><li>Goal setting occurring, but not embedded in practice. Students do not find current system useful. </li></ul><ul><li>There is a shift in some thinking, however teacher still heavily relied upon as central to learning. </li></ul><ul><li>Students do not seem to understand the importance of the partnership, there is a need to be more explicit with the students. </li></ul>
  30. 30. Reflections on Leading Change: <ul><li>Culture: </li></ul><ul><li>Shared goal and vision to provide more opportunities for ‘student voice’ </li></ul><ul><li>Culture in which team work was expected and valued. </li></ul><ul><li>Pedagogy: </li></ul><ul><li>We all fostered the quality of ‘Ako’, we all participated in learning together, through action research. </li></ul><ul><li>Systems: </li></ul><ul><li>We have a culture at WIS of sharing best practice. builds relational trust as we all participate in the learning journey together </li></ul><ul><li>Partnerships & Networks: </li></ul><ul><li>Leadership and Assessment contract. Professional learning on NAPP all supported me with leading change. </li></ul>
  31. 31. <ul><li>In a team of 5 teachers, only 1 teacher has remained constant. </li></ul><ul><li>Leading change has not been a simple process. </li></ul><ul><li>When all 5 components are present, complex change can occur. </li></ul><ul><li>I did not address all components when we had new members join us or had team members on leave = frustration and confusion </li></ul><ul><li>I believe I established relational trust </li></ul><ul><li>The change is occurring however it is more gradual than it would be if I had managed all components. </li></ul>
  32. 32. Changed Practice <ul><li>Formal appraisal observations of teaching all demonstrated use of WALT / WILF </li></ul><ul><li>Cross referencing planning, assessment and bookwork indicated that student voice was present however it was not embedded in everyday practice. </li></ul><ul><li>The survey I designed was very open and tried to avoid leading questions. The results did not show that ‘student voice’ was embedded in practice in an explicit way . </li></ul><ul><li>I presented the analysis of the surveys at a team meeting. We discussed we were including the ‘student voice’ in practice, however there was a need to makes links with the students and to be more explicit about why we were implementing change. </li></ul>
  33. 33. <ul><li>Teachers in the team have embraced the experience and changed some form of practice to support ‘student voice’ </li></ul><ul><li>All teachers have had success stories to share </li></ul><ul><li>A shared understanding that allowing for ‘student voice’ promotes engagement in and enjoyment of learning. </li></ul>Impact of the Changed Practice for Teachers
  34. 34. Impact of the Changed Practice for Students <ul><li>When we explicitly talk to the students about ‘student voice’ students are positive about their experiences. </li></ul><ul><li>They could brainstorm ways ‘student voice’ was present in their day to day learning experiences. </li></ul><ul><li>Student survey demonstrated that they do not understand the pedagogy of why? these experiences support them in their learning. </li></ul><ul><li>It is my summary that whilst we have provided lots of opportunities for ‘student voice’ to be present student thinking has not shifted to a ‘partnership’ in the learning process. </li></ul>
  35. 35. Further Development for Sustainability <ul><li>Reflect on success stories. </li></ul><ul><li>Discuss how we can embed ‘student voice’ into the culture of the team and into classroom routines. </li></ul><ul><li>Define what ‘student voice’ means to us as a team </li></ul><ul><li>Write an action plan for 2012 and include how ‘student voice’ is addressed within the classroom philosophy. </li></ul><ul><li>Plan now how self assessment, peer assessment and reflection of learning is part of the day to day classroom structure. </li></ul><ul><li>Share our journey with the students. </li></ul><ul><li>Share our journey with the BOT. </li></ul><ul><li>Share our journey with the rest of the school. </li></ul><ul><li>Share our journey with the community. </li></ul>
  36. 36. The Learning Needs for Students/ Teachers and School leaders <ul><li>We need to embed ‘student voice’ in the culture of the team to enable them to make the links between practice and pedagogy. </li></ul><ul><li>We should not under estimate the ability students have to understand and therefore we need to be more explicit as to why we are changing our practice. </li></ul><ul><li>Survey analysis indicated students are not aware of what level they should be at. </li></ul><ul><li>Teachers need to more more explicit with students about their analysis of summarative assessment and level descriptions. </li></ul>
  37. 37. Bibliography <ul><li>Kiwi Leadership For Principals, Principals as Educational Leaders MOE </li></ul><ul><li>Adam Fletcher: Sept 2006, What is Student Voice About? Soundout </li></ul><ul><li>L.Tait & S. Martin: Power of Student Voice </li></ul><ul><li>Rachel Bolstad, March 2011, From “ st udent voice” to yo uth -ad ult partnerships”: Lessons from working with young people as partners for educational change, An NZCER working paper from the Families and Communities Engagement in Education (FACE) project </li></ul><ul><li>Anne Davies,2003, Feed Back & Feed Forward: Using Assessment to Boost Literacy Learning. Online Journal, Action Research </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>  </li></ul><ul><li> </li></ul><ul><li> </li></ul>