From Inclusion to Empowerment: Student Voice


Inclusion

Integration

Transformation

Empowerment

Teachers seek student input on course curriculum and design, and on creating classroom norms. Teachers make decisions about how or whether to implement student suggestions.

Teachers offer students a variety of ways to make contributions (orally, in writing, small groups, whole class, etc.).

Teachers actively draw on student leadership to advance the curricular goals of the class (including peer coaching and peer assessment).

Teachers facilitate student navigation of school and community resources.

Formative assessment strategies are used during instruction to elicit feedback from students and assess student learning.

Results of student surveys and focus groups are shared with students.

Students co-construct course content. All students feel confident sharing their opinions in multi-generational environments.

Students use their background, prior experience and knowledge to substantially affect the trajectory of their own learning within courses and the school. Students take responsibility for the learning of the community as a whole, and actively seek out opportunities to assist peers outside the classroom environment.

Students provide feedback on course curriculum and classroom norms. Students participate actively in class discussions.

Students can see how their feedback changes the trajectory of the course and curriculum design process. Student prior knowledge and backgrounds are a source of expertise in matters of classroom decision-making.

Students take responsibility for their own learning and, as a result, are situated as experts within the classroom in matters of curriculum design, change, implementation and assessment.

 

Source: https://www.edutopia.org/blog/sammamish-2-including-student-voice-bill-palmer [Accessed January 2017]