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Active Listening

“One of the reasons I appreciate people linking the personal with the academic is that I think that the more students recognize their own uniqueness and particularity, the more they listen. So, one of my teaching strategies is to redirect their attention away from my voice to one another’s voices. I often find that this happens most quickly when students share experiences in conjunction with academic subject matter, because then people remember each other” (hooks, 1994, p. 151).

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Setting the Stage

“When I enter the classroom at the beginning of the semester the weight is on me to establish that our purpose is to be, for however brief a time, a community of learners together. It positions me as a learner. But I’m also not suggesting that I don’t have more power. And I’m not trying to say we’re all equal here. I’m trying to say that we are all equal here to the extent that we are equally committed to creating a learning context” (hooks, 1994, p. 153).

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Brief Literature Share

Wallace, C. S. (2004). Framing new research in science literacy and language use: Authenticity, multiple discourses, and the “Third Space”. Science Education, 88(6), 901-914.

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Brief Literature Share

Sousanis, N. (2015). Unflattening. Harvard University Press.

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Breakout Room Guidelines

Discuss:

Emotional: What do you notice coming up for you around this quote? (Emotions/Thoughts)

*conversation starter

Behavioral: What does student voice/choice look like in your learning spaces? (Strategies/Practices)

Social/Systemic: How does the system contribute to (or inhibit) your success? (barriers/supports/needs)

Collect:

Note ideas & strategies on jamboard in works & wondering categories

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Student Voice & Student Choice

Student Voice

“Diversity is having a seat at the table, inclusion is having a voice, and belonging is having that voice be heard.”

-Liz Fosslien

Student Choice

“Inclusive instructors, while having appropriate expertise in their disciplines, do not view their role to impart knowledge to their students, but rather to serve as a guide and facilitate a learning community. They consider what course activities will best help students accomplish the learning goals. They invite students as collaborators in designing the learning experience.” (Addy et al., 2021, p. 40).

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Student Voice: Feedback

“Effective feedback must answer three major questions asked by a teacher and/or by a student: Where am I going? (What are the goals?), How am I going? (What progress is being made toward the goal?), and Where to next? (What activities need to be undertaken to make better progress?) These questions correspond to notions of feed up, feed back, and feed forward” (Hattie & Timperly, 2007, p. 86,).