While we get set up, add yourself to the class map in

the Student Voice Virtual Classroom

(pdclass.tiged.org/sv2015)

Welcome to Session 2!

Hello to each cluster!

OrangeSun West

Rosetown, SK

YellowSun West

Rosetown, SK

PinkSt. Anthony

Peterborough, ON

GreenEvergreen School

Division Gimli, MB

BlueSun West

Davidson SchoolRosetown, SK

RedSt. Alphonsus

Peterborough, ON

PurpleSt. Francis of

AssisiPeterborough, ON

BrownSeven Oaks

Winnipeg, MB

GreySimcoe County,

ON

WhiteWaterloo, ON

Source: https://www.flickr.com/photos/37625203@N00/4797902722/

Today’s Agenda

● Review our “need to knows” and

contributions from Session 1

● Explore how to partner with students to

engage them in all levels of learning

● Explore how inquiry-based and project-

based learning can foster student voice

● Tech tools to capture the learning process

● Tasks for Session 3 (April 15)Source: https://www.flickr.com/photos/95954918@N00/3437630552/">Carissa GoodNCrazy

What do we “need to know”? Some of our Padlet thoughts:

● Assess prior knowledge of students on

what is happening in the world around them

● Student strengths and learning

preferences

● Student passions - “What makes them get

out of bed every morning?” - Terri

● Curriculum connections

● Student comfort in sharing their voice

● How to extend learning to the home

● Effective feedback mechanisms

How do students express voice?

www.mindmeister.com

www.piktochart.com

How does student voice inform curriculum planning?

Curriculum Connections using Popplet Some of our Popplet connections:

● Science (e.g. Mars One inquiry project)

● Art (e.g. Grade 8 student choice project)

● Cross curricular - English, Art, Math (ELA A10: Inquiry

Project; Culinary club; Middle Level Art Show Community

Project; Social studies; Student equity conferences and

learning forums)

How do we partner with students to engage them in all

levels of learning?

Kahoot!

Intellectual Engagement

Visualization Activity

Take a Moment to Reflect: Put yourself in the shoes of one of your students. Visualize a typical lesson with them. How was it introduced? What did the student do? How did the student consolidate their learning? How did the student receive feedback (if any)?

What aspects of this learning experience were most engaging?

What does intellectual engagement and personalized learning look/feel/sound like in

a classroom?

Post your ideas on the whiteboard!

David HargreavesDeep

Learning

Co-construction core to personalization

Personalized vs Individualized vs Differentiated Learning

Is there a

difference?

Source: https://ideas.education.alberta.ca/media/81484/personalizationvsdifferentiationvsindividualization.pdf

Teacher-Student Partnerships

Teacher-student partnerships are evident when

The world needs "childish" thinking: bold ideas, wild creativity and especially optimism - Adora Stivak

Values Trainin

gParticipatory Roles & Structures

Resources

Source: Gill Mullis-Student Voice Changing Practice and Developing Partnerships

Communication

Teaching & Learning

Sara Bragg

Teacher perspectives on transforming learning partnerships:

● Working alongside students requires a “paradigm shift” of the teacher’s

role● Understanding professional identities of teachers - what perceptions do

teachers hold? How do these perceptions shape interactions with students?

● Successful student voice projects meant structuring the input process in such a way that meaningful contributions could be made by all, and finding techniques successfully based on what students implicitly know.

● Students do not fully understand the complexities of the context or the system in which they operate (e.g. teaching and learning methodologies) - how to explain the broader context?

● Teacher voice must be developed alongside student voice

How can inquiry-based and project-based learning foster student

voice?

Inquiry-based learning

● Inquiry-based learning as a response to Michael Fielding’s question: where are the spaces for “restless encounters” where we (teachers and learners) come to re-see each other and open up for new possibilities?

● Learning 2030: a. Students drive the learning experienceb. Inquiry-based learning can help students deal

with ambiguity and uncertainty - an essential 21st Century skill

c. Starts with open-ended questions where the answers are not yet fully known

d. Develops habits of mind: failure as a learning tool, intrinsic motivation, awareness of context (individual, local, global), curiosity, desire to turn knowledge into meaningful action.

The Inquiry Process

Buck Institute of Education: Project-Based Learning Model

The Inquiry Process

New Media Consortium: Challenge-Based Learning Framework

What makes an effective driving question?

● Invites multiple answers● Be un-Googleable● Be more “kid friendly” than “teacher

happy”● Requires an answer (in the

educational context)● Be authentic and grounded in real-

world issues● Give students a real-world role

Adapted from Jennifer Klein, Principled Learning Strategies: http://www.principledlearning.org/

Sample Inquiry Problem/Question

● Senior Social Science course: As a team of policy advisors to the Ministry of Education in Manitoba, how can we increase student voice in the classroom assessment practices used in grades 9-12? You will present your research to a Ministry panel in June 2015.

Case Studies

https://www.onehen.org/

Case Studies ● Significant Content - Social studies

● 21st Century Skills - Problem solving, critical thinking, communication

● In-Depth Inquiry - Students developed research communities, impact of WIFI on different stakeholders, impact of technology on schools

● Driving Question: What are the implications of student access to Wi-Fi at our school?

● Need to Know – Research methods, data analysis

● Voice and Choice – Poster presentation, final research paper

● Critique and Revision – Co-constructed assessment criteria, peer assessment

● Public Audience – Present findings to school administration

Peel District School Board - Grade 12

Students as Researchers

Some considerations by Morgan and Parker...

● Student perceptions:

a. How do students view their peers? What

impact will this have on data collection and

analysis?

b. How do other students view the “research

team”?

● Meaningful opportunities to share results

● Collaboration between teacher-students during

research process

Cluster ActivityDeveloping a Driving Question

1) Pick one of the student voice PBL case studies listed under Session 2 in the virtual classroom, or explore other projects at: projects.tiged.org

2) Develop an effective driving question for the project. Post your driving question in the discussion thread in the virtual classroom.

What challenges are there in facilitating an inquiry-based or problem-based learning

experience?

Tech Tools for Capturing the Learning Process

Top 10 Tech Tools for Pedagogical Documentation

Digital Images

Video & Animation

Mind Mapping

Note Capture

Audio Recording

Blogging

Social Media

Comic Strip

Wiki & Online Docs

Presentation & Polling

FlickrGlobal Gallery

YouTubeVimeoAdobeVoice

EvernotePadlet

BloggerTumblrTIGweb

BitStripsComic Life

SlideShareKahootPiktochart

PoppletMindMeisterSMART Ideas

VoiceThreadAudacity

TwitterFacebook

WikispacesGoogle DocsWriteboard

Tasks for Session 3

Tasks for Session 3 ● With your students:

1. Develop a driving question(s) for the project.2. Share and discuss with students planning tools to develop a student voice

project.3. Outline any resources, relationships, etc. within the

classroom/school/community that can support the project.4. Discuss with students challenges that may arise during the project journey.

● Use one of the top 10 tech tools to document the thinking process and upload a photo (e.g. pictures of mind maps and/or graphic organizers, list of challenges identified, etc) to the TIGed classroom gallery. Bring an artifact from the thinking process to the next session.

● Review at least one of your colleagues' submissions and post a comment using the following sentence stems:

1. “I like…” (give a compliment)2. “I wonder…” (ask a question)3. “I have…” (provide a suggestion/resource)

Thank you for your attention!Please take our Mid-Course Check-in Survey!