Anchor Activity

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

• 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 Voice
• Initiative handout and complete
• the sentences

2
Student Success Learning to 18Student Voice
Module Summer Program Summer 2011
3
Student Voice Summer Program 2011
SS/L-18ITEB 2011 STUDENT VOICE MODULE
Focus for Student Voice Module

• Introduction to Student Voice
• Initiate exploration of

How might we invite students to co-create their
learning communities?
4
Materials Review
SS/L-18ITEB 2011 STUDENT VOICE MODULE
Required For Student Voice Module

• Handouts 1 2 Student Voice Initiative
  one-pager, Principals Want to Know newsletter
• Handout 3 - Ticket in the Door
• Handout 4 - Making Connections Organizer
• Handout 5 BINGO Recording Sheet
• Handout 6 9 Student Voice Indicators
• Handout 7 Harts Ladder
• Handout 8 Suggested Further Reading
• SpeakUp in a Box one for each participant

5
Module Agenda
SS/L-18ITEB 2011 STUDENT VOICE MODULE
1

• 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
• Harts 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 

2
3
6
Minds On
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 

• 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

7
Provincial Context
SS/L-18ITEB 2011 STUDENT VOICE MODULE
Core priorities
 

• High Levels of Student Achievement
• Reducing the Gaps in Student Achievement
• Increased Public Confidence in Our Publicly
  Funded Schools

8
School Effectiveness Framework
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
9
School Effectiveness Framework
SS/L-18ITEB 2011 STUDENT VOICE MODULE
A Support For School Improvement And Student
Success
http//www.edu.gov.on.ca/eng/literacynumeracy/Fram
ework_english.pdf

Student Voice and the School Effectiveness
Framework 3.1 The teaching and learning
environment is inclusive and reflects individual
student strengths, 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.
10
Supporting the Instructional Core
SS/L-18ITEB 2011 STUDENT VOICE MODULE
Leading Learning leadership
11
Example
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
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 course Action 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.
12
A Professional Learning Cycle
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
13
Student Success Grades 7-12 Key Elements
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 

• EFFECTIVE INSTRUCTION
• Differentiated Instruction
• Math GAINS
• Literacy GAINS
• Professional Learning Cycle
• Student Voice
• School Effectiveness Framework
• INTERVENTIONS
• Credit Rescue / Recovery
• Transitions Supports/Taking Stock
• Children and Youth in Care
• Re-engagement 12 12Strategy
• Supervised Alternative Learning
• School Support Initiative

• PROGRAMS
• Specialist High Skills Major
• Dual Credits
• Expanded Cooperative Education
• Ontario Skills Passport
• Board Specific Programs
• LEADERSHIP DEVELOPMENT
• Student Success Leaders
• Student Success Teachers
• Student Success School and Cross Panel Teams

14
Pyramid of Preventions andInterventions
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
 

Re-entry to School
 
ALL SOME
FEW
 
15
Learning Goals
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 

• 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.

16
Essential Questions
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 

• What is the Student Voice Initiative?
• How might I invite students to co-create
  environments that promote student engagement in
  their learning?
• How do I increase my access to assistance and
  resources?

17
Making Connections Organizer
SS/L-18ITEB 2011 STUDENT VOICE MODULE
Making Connections Session 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.
 
18
Building Inclusion Anchor Activity Debrief
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 

• Strategy Partner Introduction
• Instructions
• 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.
• Partners switch roles and repeat the strategy.
• 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.

19
Whole Group Debrief
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
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?
20
Inviting Student Voices
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
What are you wondering about Student Voice or the
SV Summer Program?

• 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.

21
BINGO
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
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.
22
Research Student Engagement
SS/L-18ITEB 2011 STUDENT VOICE MODULE
Student Engagement is a measure of the extent to
which students
 

• participate in academic and non-academic
  activities
• identify with and value schooling outcomes
• make a serious personal investment in their
  learning

This and the following slides draw upon the
research of Dr. Doug Willms , with permission.
23
Program for International Student Assessment
(PISA)
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
25
prevalence of students with low engagement
24
Socio-Economic Gradient
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
25
Socio-Economic Gradient
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
26
Socio-Economic Gradient
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
Average Participation in Sports Clubs
67
27
Critical Learning Threshold
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
Engagement is a function of development
28
Considering Flow
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
67
29
Engagement as Learning
Learning
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
Quality Instruction Enabling Content Time
Engagement
30
Tell Them From Me
Outcomes
SS/L-18ITEB 2011 STUDENT VOICE MODULE
thelearningbar.com
 
67
Drivers of Student Outcomes
31
Raising the Bar
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
32
Students Said
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 

• 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
• Build a strong extra-curricular program that
  builds a sense of belonging, self-confidence
  enjoyment of school, particularly for those
  students at risk.
• Encourage and support teachers to build strong
  relationships with students.
• Foster a teaching approach that includes
  designing learning tasks that are focused on
  students interests.

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

• Go to the response that interests you
• Discuss response and how it relates to Dr. Willms
  research
• Share a thought with the larger group

34
Action
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 

• SpeakUp The Student Voice Initiative Overview
• 9 Student Voice Indicators - Final Word
• Harts Ladder Assessment of Student
  Participation Read, Pair, Share

35
The Student Voice Initiative
SS/L-18ITEB 2011 STUDENT VOICE MODULE
SpeakUps Key Messages
 
36
Main Components
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
MSAC
37
Ministers Student Advisory Council
SS/L-18ITEB 2011 STUDENT VOICE INITIATIVE
TERMS OF REFERENCE

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

• Provide advice and feedback on the activities
  more specifically related to the Ministrys
  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
• Students grades 7-12
• Students with special needs
• English Language Learners
• A range of engaged to disengaged and recently
  re-engaged students
• Students not in school
• Reserved membership for representatives from the
  OSTA (3) and FESFO (3)

Over 600 students applied for a seat on the
2011-12 MSAC
38
Regional Student Forums
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
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).
39
9 Student Voice Indicators
SS/L-18ITEB 2011 STUDENT VOICE MODULE

• 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).

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

• 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.

41
2010-2011 SpeakUp Project Examples
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 

• 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

42
SpeakUp in a Box
SS/L-18ITEB 2011 STUDENT VOICE MODULE

• SpeakUp in a Box contains everything needed for
  30 students to discuss
• What helps you engage in your learning?
• What holds you back from engaging in your
  learning?
• What can adults do to improve how education looks
  and feels?
• 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 studentengagement_at_ontario.ca
Thanks to Speak Out Alberta for sharing their
idea.
43
Student Voice Success Criteria
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 

• 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

44
Take Five
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 

• 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.

45
Harts Ladder - Read, Pair, Share
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 

• Read
• Read through Harts Ladder on levels of Student
  Engagement.
• Consider where you would place your school today.

• Pair, share
• Share with a partner your thoughts about how you
  could infuse one or more of the Ministrys
  Student Voice initiatives to move your school up
  the ladder.

46
Types of Engagement
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
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
why they are being involved. 3) Tokenism Young
people appear to be given a voice, but in fact
have little or no choice about 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 are inspired by young people.   Adapted
from Hart, R. (1992)
47
Consolidation
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 

• Exploring SpeakUp in a Box
• Making Connections Organizer
• Suggested further reading
• Student Voice Module - Conclusion

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

• 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?

49
Consolidation Task
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 

• 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
•  

50
Making Connections-Take 5
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
Take 5 minutes to return to your Making
Connections Template. Fill in information,
ideas, insights questions that you would like
to take into this afternoons meeting and/or back
to your schools in September.
51
Suggested Reading
SS/L-18ITEB 2011 STUDENT VOICE MODULE
REFERENCES
 

• 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), 295311.
• Fielding, M Bragg, S., (2003). Students as
  Researchers, Making a Difference. Cambridge
  Pearson Publishing.
• Flutter, J. and Rudduck, J. (2004) Consulting
  Pupils Whats 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),
• 155172.
• 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, 711726.
• 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, 727744.
• Oldfather, P., (1995). Songs come back most to
  them Students experiences as researchers
  Theory into Practice, 34(2), 131.

52
Conclusion
SS/L-18ITEB 2011 STUDENT VOICE MODULE
Students cannot Speak Up alone. How can teachers
and administrators enrich a shared conversation
with students in schools?
 
53
Feedback
SS/L-18ITEB 2011 STUDENT VOICE MODULE
 
THANK YOU!
Please provide session feedback using the online
survey link provided by your facilitator.
54
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