Anchor Activity

Anchor Activity 1SS/L-18ITEB 2011 STUDENT VOICE

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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 VoiceInitiative handout and completethe sentences:

Student voice is…

I am (we are) familiar with…

Student voice is evident in my (our) school(s) and classrooms by…

A goal I have today is…

I’d (we’d) like to

learn more about…

Student Success Learning to 18Student Voice Module

Summer ProgramSummer 2011

Student Voice Summer Program 2011

3SS/L-18ITEB 2011 STUDENT VOICE

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Focus for Student Voice Module:

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

• Introduction to Student Voice• Initiate exploration of…

Materials Review 4SS/L-18ITEB 2011 STUDENT VOICE

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*Required For Student Voice Module*1. Handouts 1 & 2 – Student Voice Initiative one-pager, Principals

Want to Know newsletter2. Handout 3 - Ticket in the Door3. Handout 4 - Making Connections Organizer4. Handout 5 – BINGO Recording Sheet5. Handout 6 – 9 Student Voice Indicators6. Handout 7 – Hart’s Ladder7. Handout 8 – Suggested Further Reading8. SpeakUp in a Box –one for each participant

Module Agenda 5SS/L-18ITEB 2011 STUDENT VOICE

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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

1

2

3

Minds On 6SS/L-18ITEB 2011 STUDENT VOICE

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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 7SS/L-18ITEB 2011 STUDENT VOICE

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High Levels of Student Achievement

Reducing the Gaps in Student Achievement

Increased Public Confidence in Our Publicly Funded Schools

Core priorities:

School Effectiveness Framework 8SS/L-18ITEB 2011 STUDENT VOICE

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School Effectiveness Framework 9SS/L-18ITEB 2011 STUDENT VOICE

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Student Voice and the School Effectiveness Framework3.1 The teaching and learning environment is inclusive and reflects individual studentstrengths, 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.

A Support For School Improvement And Student Success

*

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

Supporting the Instructional Core 10SS/L-18ITEB 2011 STUDENT VOICE

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Leading

Learning – leadership

Example 11SS/L-18ITEB 2011 STUDENT VOICE

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Board (BIPSA)

School (SIPSA)

Classroom(planning for teaching and

learning) Professional Learning Cycle

(collaborative inquiry)

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 courseAction 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 12SS/L-18ITEB 2011 STUDENT VOICE

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Student Success Grades 7-12 Key Elements

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PROGRAMSo Specialist High Skills Majoro Dual Creditso Expanded Cooperative Education o Ontario Skills Passporto Board Specific Programs

LEADERSHIP DEVELOPMENTo Student Success Leaderso Student Success Teacherso Student Success School and Cross

Panel Teams

EFFECTIVE INSTRUCTIONo Differentiated Instructiono Math GAINSo Literacy GAINSo Professional Learning Cycleo Student Voice o School Effectiveness Framework

INTERVENTIONSo Credit Rescue / Recoveryo Transitions Supports/Taking Stock o Children and Youth in Careo Re-engagement 12 12+Strategy o Supervised Alternative Learningo School Support Initiative

Pyramid of Preventions andInterventions

14SS/L-18ITEB 2011 STUDENT VOICE

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ALL

SOM

E

FEW

Program

Change

In-School Interventions

In-

Class Interventions

In-

School & In-

Class

Preventions

Re-entry to School

Learning Goals 15SS/L-18ITEB 2011 STUDENT VOICE

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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 16SS/L-18ITEB 2011 STUDENT VOICE

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1. What is the Student Voice Initiative?

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

3. How do I increase my access to assistance and resources?

Making Connections Organizer 17SS/L-18ITEB 2011 STUDENT VOICE

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Making ConnectionsSession Learning Goals

Note how your learning in each part of the

session connects with the learning goal(s).

Sample Success Criteria

We are learning to explain student voice and why it is important to student learning.

explain student voice and its connection to student engagement identify strategies to invite students to join the conversation about what

engages them in their learning give examples of ways students have indicated helps strengthen their sense

of belonging (classroom and school) and participation give examples of ways student voice connects to either overall curriculum

expectations and/or four pillars of learning: Community Culture and Caring, Pathways, Literacy and Numeracy

We are learning to access support and resources for Student Voice through colleagues, the board and the Ministry

list the Student Voice resources know where to access the Student Voice supports and resources Navigate the Student Voice website to access related Ministry resources Network with colleagues

We are learning how to invite students to co-create environments that promote student engagement?

Support students in using SpeakUp in a Box for them to provide important information for improving their learning;

Incorporate initiatives/structures into the classroom that promote student voice and provide students with opportunities to be partners in their own learning.

Design tasks and use strategies such as Focused Dialogue, Final Word and other equitable structures for the emergence of different viewpoints and voices.

Building Inclusion & Anchor Activity Debrief

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Strategy: Partner IntroductionInstructions: 1. 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.

2. Partners switch roles and repeat the strategy.

3. 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 19SS/L-18ITEB 2011 STUDENT VOICE

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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 20SS/L-18ITEB 2011 STUDENT VOICE

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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.

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

BINGO 21SS/L-18ITEB 2011 STUDENT VOICE

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A reason students want to have a voice.

One way students can have a voice in schools.

One Ministry student voice resource.

What is one of the 9 Student Voice Indicators? FREE What is MSAC?

How you might use this DVD with your students?

Something you found surprising in this DVD. Something you would like to try.

Research & Student Engagement 22SS/L-18ITEB 2011 STUDENT VOICE

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• participate in academic and non-academic activities

• identify with and value schooling outcomes

• make a serious personal investment in their learning

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

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

Program for International Student Assessment (PISA)

23SS/L-18ITEB 2011 STUDENT VOICE

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25% prevalence of students with

low engagement

Socio-Economic Gradient 24SS/L-18ITEB 2011 STUDENT VOICE

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Socio-Economic Gradient 25SS/L-18ITEB 2011 STUDENT VOICE

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Socio-Economic Gradient 26SS/L-18ITEB 2011 STUDENT VOICE

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Average Participation in Sports & Clubs67%

Critical Learning Threshold 27SS/L-18ITEB 2011 STUDENT VOICE

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Engagement is a function of development

Considering Flow 28SS/L-18ITEB 2011 STUDENT VOICE

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67%

Engagement as Learning 29SS/L-18ITEB 2011 STUDENT VOICE

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Learning

Quality Instruction Enabling Content

Time

Engagement

Tell Them From Me 30SS/L-18ITEB 2011 STUDENT VOICE

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67%

Outcomes

Drivers of Student Outcomes

thelearningbar.com

Raising the Bar 31SS/L-18ITEB 2011 STUDENT VOICE

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Students Said… 32SS/L-18ITEB 2011 STUDENT VOICE

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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:

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

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

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

• Go to the response that interests you

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

• Share a thought with the larger group

Students Said… 33SS/L-18ITEB 2011 STUDENT VOICE

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Action 34SS/L-18ITEB 2011 STUDENT VOICE

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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 35SS/L-18ITEB 2011 STUDENT VOICE

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SpeakUp’s Key Messages

Main Components 36SS/L-18ITEB 2011 STUDENT VOICE

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Regional Student Forums

SpeakUp Projects

SpeakUp in a Box

MSAC

Minister’s Student Advisory Council 37SS/L-18ITEB 2011 STUDENT VOICE

INITIATIVE

• 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:

o Students grades 7-12o Students with special

needso English Language Learnerso A range of engaged to

disengaged and recently re-engaged students

o Students not in schoolo Reserved membership for

representatives from the OSTA (3) and FESFO (3)

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

*Over 600 students applied for a seat on the 2011-12 MSAC

TERMS OF REFERENCE

Regional Student Forums 38SS/L-18ITEB 2011 STUDENT VOICE

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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 39SS/L-18ITEB 2011 STUDENT VOICE

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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.

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).

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/speakup in the fall of 2011.

SpeakUp Projects 40SS/L-18ITEB 2011 STUDENT VOICE

INITIATIVE

2010-2011 SpeakUp Project Examples

41SS/L-18ITEB 2011 STUDENT VOICE

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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 42SS/L-18ITEB 2011 STUDENT VOICE

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SpeakUp in a Box contains everything needed for 30 students to discuss:

1. What helps you engage in your learning?

2. What holds you back from engaging in your learning?

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

4. 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 43SS/L-18ITEB 2011 STUDENT VOICE

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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 44SS/L-18ITEB 2011 STUDENT VOICE

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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

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Read• Read through Hart’s

Ladder on levels of Student Engagement.

• Consider where you would place your school today.

Pair, shareShare 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 46SS/L-18ITEB 2011 STUDENT VOICE

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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 whythey are being involved. 3) Tokenism Young people appear to be given a voice, but in fact have little or no choiceabout 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 areinspired by young people. Adapted from Hart, R. (1992)

Consolidation 47SS/L-18ITEB 2011 STUDENT VOICE

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Exploring SpeakUp in a Box

Making Connections Organizer

Suggested further reading

Student Voice Module - Conclusion

Unpacking SpeakUp in a Box 48SS/L-18ITEB 2011 STUDENT VOICE

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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 49SS/L-18ITEB 2011 STUDENT VOICE

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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 50SS/L-18ITEB 2011 STUDENT VOICE

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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 51SS/L-18ITEB 2011 STUDENT VOICE

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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 of Student 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 of Student 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.

REFERENCES

Conclusion 52SS/L-18ITEB 2011 STUDENT VOICE

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

Feedback 53SS/L-18ITEB 2011 STUDENT VOICE

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Please provide session feedback using the online survey link provided by your

facilitator.

THANK YOU!