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Student Voice: Learner Teacher, Teacher Learner Bringing the Student Voice into the classroom PowerPoint Presentation
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Student Voice: Learner Teacher, Teacher Learner Bringing the Student Voice into the classroom

Student Voice: Learner Teacher, Teacher Learner Bringing the Student Voice into the classroom

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Student Voice: Learner Teacher, Teacher Learner Bringing the Student Voice into the classroom

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  1. Student Voice:Learner Teacher, Teacher LearnerBringing the Student Voice into the classroom

  2. Giving Students a Voice Ownership • Using the Student Voice to contribute to personalising the learning journey: • What do we all do already to involve students’ views and opinions in our own classrooms? • Negotiated Learning Objectives • Negotiated topics for research projects • Questionnaires/discussions on what interests and motivates students • Forming good relationships through our role as Form Tutor/Teacher • Mentoring groups or individuals to encourage a learning dialogue • Involvement in organising and hosting events • Giving students an opportunity to lead and coach others • Opportunities for students to have roles of whole school responsibility • Use of open praise and rewards • Active School Council that contributes to change Student Leadership Opinion Personalised Learning Coaching Out of Hours Activities Learning Journey

  3. Student Observers Many teachers confess that whilst they are often observed by colleagues or inspectors and will accept their feedback constructively, they spend little or no time listening to the opinions of their pupils. Do we know when our students are not engaged? If a student said they are bored what do we do about it? Do you ask your students what they enjoyed about your lesson? Do you ask your students what they had learnt during reflection time?

  4. Students Leading Learning When we involve students in leading the learning they have a sense of ownership over their own progression. Using Student Observers – Contract between teacher and students Learning Journals for departments or individual teachers Questionnaires at the end of a topic/project Ballot Box to vote on content of lesson anonymously Reflection sessions – ‘What I enjoyed most was….’ Student led content – starting from the end product and working backwards in order for students to decide the process Students attending departmental meetings to shape teaching and learning Student led training sessions within departments/whole school

  5. Student Action Groups When students are consulted about new initiatives and feel they have made an active contribution to change, it can increase their commitment to learning. • Student Action Researcher Teams • can be used for: • Curriculum Development • Departmental change and review • Teaching & Learning strategies/styles • Implementing Whole School policies • BfL/AfL/Lunchtime arrangements

  6. 5R Action Research Group Step 1: Highlight the need for Action Year 8 had not had as many merits in the Autumn Term. Year 8 Tutor team had highlighted that it was difficult for teachers and students to know what one of the 5R’s to award for various tasks. Step 2: Form a Student Voice Group 5 Year 7’s and 5 Year 8’s of mixed ability, ethnicity and background Step 3: Research for Action Consult with wider group than your representatives Set off the group with clear aims and outcomes

  7. Cramlington High School’s 5R Progression chart to promote an independent learner