Team Whero ‘Student Voice’ Inquiry The Learning Behind Inquiry about Self, Leading Change and Leading Learning .
The Focus of your Inquiry. <ul><li>Purpose of inquiry: </li></ul><ul><li>To provide a tool for the ‘student voice’ at Wha...
Inquiry Question <ul><li>How do we cater for ‘student voice’ team Whero at WIS? </li></ul>
The learning needs <ul><li>Find out what opportunities we were currently providing for our students to access ‘student voi...
Why ‘Student Voice’? <ul><li>Student Voice is about Learning </li></ul><ul><li>Students learn more effectively when taug...
Why ‘Student Voice’? <ul><li>Student Voice is about Evaluating Teaching. </li></ul><ul><li>When students are given opport...
Why ‘Student Voice’? <ul><li>Student Voice is about School Improvement. </li></ul><ul><li>Leaders in education actively l...
Why ‘Student Voice’? <ul><li>Student Voice is about Developing Leaders and Promoting Citizenship. </li></ul><ul><li>Build...
Why ‘Student Voice’? <ul><li>Student Voice Affects the School Culture. </li></ul><ul><li>‘ classrooms become mutually sup...
Why ‘Student Voice’? <ul><li>Student Voice is about Diversity. </li></ul><ul><li>Representative ‘student voice’ that refle...
Why ‘Student Voice’? <ul><li>Student Voice is about Integrity. </li></ul><ul><li>Students = 92% of any given school's popu...
Case Studies How other schools were providing opportunities for ‘student voice’? <ul><li>Red Beach Primary School, Auckla...
Case Studies: How other schools were providing opportunities for ‘student voice’? <ul><li>Tawa Intermediate School, Welli...
Leading Change
The Methods Used to Lead Others in a Cycle of Change <ul><li>Posed the inquiry question at the beginning of the year. </li...
Learning Experiences We Planned to Address Our Inquiry Question <ul><li>Talent Portfolio used to collect and personalize...
<ul><li>Goal setting based on the KC using assessment evidence to target key acedemic areas </li></ul><ul><li>Student led ...
<ul><li>Use of the WALT / WILF (Learning intension & Success Criteria) </li></ul><ul><li>Co-constructing together as a par...
Team Event Students’ presentation to parents demonstrating their understanding of the key competencies <ul><li>School & Te...
‘ Student Voice’: A Powerful Tool to Address Relevant Issues <ul><li>Cyber bullying presentations to an authentic audience...
<ul><li>Student Organised & Student Led P.E Unit </li></ul>
<ul><li>Team Captains in Team Sport </li></ul>
Buddies Peer Assessment
<ul><li>Peer Marking & Feedback </li></ul>
The Use of Google Docs <ul><li>Puberty Thoughts? </li></ul><ul><li>The Hormone Path This is a web page with a diagram abou...
Inquiry WIS Blooms
Choice of Inquiry
Students as Teachers
Survey Analysis <ul><li>Sample 20 random students </li></ul><ul><li>Anonymous </li></ul><ul><li>4 from each class </li></...
Reflections on Leading Change: <ul><li>Culture: </li></ul><ul><li>Shared goal and vision to provide more opportunities f...
<ul><li>In a team of 5 teachers, only 1 teacher has remained constant. </li></ul><ul><li>Leading change has not been a sim...
Changed Practice <ul><li>Formal appraisal observations of teaching all demonstrated use of WALT / WILF </li></ul><ul><li>...
<ul><li>Teachers in the team have embraced the experience and changed some form of practice to support ‘student voice’ </l...
Impact of the Changed Practice for Students <ul><li>When we explicitly talk to the students about ‘student voice’ students...
Further Development for Sustainability <ul><li>Reflect on success stories. </li></ul><ul><li>Discuss how we can embed ‘st...
The Learning Needs for Students/ Teachers and School leaders <ul><li>We need to embed ‘student voice’ in the culture of th...
Bibliography <ul><li>Kiwi Leadership For Principals, Principals as Educational Leaders MOE </li></ul><ul><li>Adam Fletcher...
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Napp inquiry presentation

Published on: Mar 3, 2016
Published in: Education      Technology      
Source: www.slideshare.net


Transcripts - Napp inquiry presentation

  • 1. Team Whero ‘Student Voice’ Inquiry The Learning Behind Inquiry about Self, Leading Change and Leading Learning .
  • 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. Inquiry Question <ul><li>How do we cater for ‘student voice’ team Whero at WIS? </li></ul>
  • 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. Leading Change
  • 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. 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. <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. <ul><li>Use of the WALT / WILF (Learning intension & Success Criteria) </li></ul><ul><li>Co-constructing together as a partnership </li></ul>
  • 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. ‘ Student Voice’: A Powerful Tool to Address Relevant Issues <ul><li>Cyber bullying presentations to an authentic audience </li></ul>
  • 21. <ul><li>Student Organised & Student Led P.E Unit </li></ul>
  • 22. <ul><li>Team Captains in Team Sport </li></ul>
  • 23. Buddies Peer Assessment
  • 24. <ul><li>Peer Marking & Feedback </li></ul>
  • 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. Inquiry WIS Blooms
  • 27. Choice of Inquiry
  • 28. Students as Teachers
  • 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. 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. <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. 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. <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. 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. 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. 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. 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>http://www.educationalleaders.govt.nz/ </li></ul><ul><li>www.redbeach.school.nz/Vision/.../PowerOfStudentVoice.pdf </li></ul><ul><li>  </li></ul><ul><li> </li></ul><ul><li> </li></ul>