Whats all the fuss about - Learner Voice

8/8/2019 Whats all the fuss about - Learner Voice

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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!

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Whats all the fuss about - Learner Voice