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Curious Minds
Presents
Whats all the fuss about......?
A series of Twilight training and Development Opportunities for
Creative Practitioners, Creative Agents and School Co-ordinators 2010-2011
The Learner Voice and Co-construction of Learning
Richard Demby
3 Nov 2010
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Aims
To explore the concept of learner voice and its practical implementation in schools
To consider opportunities for using creative ways to get learner feedback in schools
To understand how using a CP/CM project can reinforce whole school practice in co-
construction of learning and student voice
To be able to decide what to do with the voices once youve got them
To learn how creative evidencing of learner voice activities can demonstrate impact
and contribute to whole school development
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The Learner Voice
Learners have a say in their education - and there is an authenticwillingness to listen tothem. Learners are provided with a range of activities which help them to represent theirviews1 and get support they need.
It is more than simply listening to learners; it means engaging learners as concerned partners,coherent contributors, and equal agents of change 2
Learner voice involves providing learners with opportunities to exercise the same levels of social
responsibility and personal freedom that they have in many other aspects of their lives.3
1
L r r V ic - A H b k fr F t r l b (2006)tt ://www.f t r l b. rg. k/r s rc s/ c ts/ b ks/l r r_v ic . f
2 Ibi (2006)
3 Ibi (2006)
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Co-Construction of Learning
Allowing students to have a sense ofauthenticownership and control over
whatis learned
howit is learned
when it is learned and howit is assessed
Learners actively construct knowledge by confronting and solvingproblems. Each learner brings his or her own expertise and shares it with
others at the same time as developing new expertise, and so the processof construction is an interactive one 4 (my italics)
4 McNaughton (1995), Describing co-construction theory
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because
young
people
have theright to
have a
say in
their
education
because it
enables
them to
become
reflective
learners
because
it
encourag
es greater
creativity
because
they are
often
right!
becausethey are
interestedin how
they learn
becausebeing
creative
requires
young
people to
participat
e
becauseconsultati
on leads
to higher
achievem
ent
becausethats
how they
become
more
confident
because[insert your
own reason]
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The Learner Voice (LV) - Why Bother (1)?
it makes students feel more respected
it is empowering and improves learners ability to make decisions and choices learners become more inclined to reflect and discuss their learning
reflective learners evaluate their own strengths and limitations, setting themselves
realistic goals with criteria for success
students have a greater sense of ownership over their learning
it increases motivation it improves self-esteem
it can lead to greater levels of achievement
it models democratic principles
...Young people respond well to the challenge of responsibility... I strongly support the
principle of ensuring that our children and young people participate more effectively in
democratic process
Charles Clarke MP, former Secretary of State for Education (2003) DfES
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Personal Learning and Thinking Skillsincluding:
IndependentEnquirers
Team workers
Effectiveparticipants
Self-managers
Reflective learners
Creative thinkers
LV - Why bother (2) - The Whole School Context
Community Cohesion - [Schools which] build strong andpositive relationships between people of differentbackgrounds in school and within neighbourhoods andprovide similar life opportunities for those from different
backgrounds
Every Child Matters -
Stay Safe
Keep Healthy
Achieve and Enjoy
Participate
Achieve Economic well-being
Creating a whole-school wide culture ofinclusion and participation
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The Learner Voice & the Co-construction of Learning
How?
class/year group/school councils focus groups individual, paired or group discussions special events and conferences surveys and questionnaires suggestion boxes diaries video/film drama and performance music and song
dance art animation photography websites (online surveys, chat rooms and message boards) e-mail text-messaging.
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How can creative practitioners tap into these agendas?
The creative arts can explore anyissue whatsoever! So,some of what is focused on can/will be (and arguablyshould be) concerned with
whats learned
how its learned
when its learned and
how its assessed
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Music
Dance
Drama
Art
Poetry
Animation
Film/VideoPhotography
Drawing on your own area ofcreative expertise, identify 3activities you have used with
learners which can/do elicitthe learner voice and/or whichenable the learner to play asignificant role in the co-
construction of their learning
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What to do with all the voices were hearing?
ListenRecordShare
DiscussNegotiateCompromiseFacilitate decision-making
ActFeedback
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The most significantthing Ive learnt today is
The thing Im most likelyto use today is
The thing Ive mostenjoyed today is
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Learner autonomy represents the move from a pedagogic model oflearning (teacher-focused) toward a more andragogic model (learner-focused). Conner
Conner, ML (2004). Andragogy and Pedagogy
A learner who has both the skills and confidence to expresstheir thinking, and becomes a critical partner in their learning,
will learn more effectively. And thats what were all about!
Demby, R (2010). Here!