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Possible interesting read.

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YouTube Personalized Learning: Voice and Choice

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YouTube Personalized Learning: Voice and Choice

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https://www.youtube.com/watch?v=UCeM4lyvaAE

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Non Fiction Menu

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Tips for giving student choice that leads to student voice!

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Tips for giving student choice that leads to student voice!

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Think of those non-native speakers in your classroom. They struggle daily to show their understanding because their vocabulary is so limited. Much like a language learner, our students are limited in their ability to express themselves when they haven't had exposure to skills and tools that will help them create. It is our job to teach our students not just the content, but also the "vocabulary" that will enable them to express themselves creatively.

Here are five tips for creating projects that incorporate student choice and lead to student voice:

1. Scaffold the skills of various types of projects throughout the semester. Whether we want to admit it or not, we are limited by the skills and knowledge that we lack. When wanting students to "think outside the box" they can only go as far as their skills and knowledge can take them. Students aren't going to think of a screencast as a product if they haven't seen one or created one before. Students won't think to create a robot using an Arduino if they haven't been exposed to making and coding.

Keeping your end-of-unit goal in mind, design lessons that teach the content, but also teach the skills that will enable a child to create an amazing project. Have them do a short 30-second screencast to define a key term at the start of unit. Have students use an Arduino to control lights, sounds, or sensors during a Science unit on Circuits or Electricity. This allows the students to feel comfortable choosing a medium in which to design a project. If students are given the opportunity to acquire knowledge and skills through low stakes activities, then they will be more likely or more able to use their knowledge and skills for larger high stakes projects.

2. Make the rubric and requirements for the project explicit, yet open. If the rubric is too specific, all of your students are going to create the same identical project. Again, sometimes it is not the student's lack of creativity that gets in the way, it is the teacher's who has limited the possibilities with their rubric.

The rubric should:

evaluate the unit objectives but allow for students to use various mediums to show their understanding of the topic. This can be a difficult task when using a common rubric to grade an essay vs. grade an art installation.

speak to the stated objectives or learning outcomes that you were targeting. These would be both skills and knowledge based. If it is a group project, you might even want to include objectives for encouraging positive student collaboration.

allow for student reflection. Have the students explain to you, as a part of the grade, how their end product meets the objectives of the unit. For example, the student might have to explain how their Playmobil diorama shows to what extent Germany is to blame for World War I. The reflection piece is often the thing we let go by the wayside due to time constraints, but this is another opportunity for students to have a voice in their learning.

3. Give encouragement and support along the way. Think of the design studio model. In a studio, there would be many coaches and experts giving you feedback on your design. So too, should your classroom provide opportunities for small group discussions about the design of their individual projects.

Students need an opportunity to talk about the process, what is working, and what isn't. This helps students feel like collaborators in a bigger project. It also helps students refine their thinking and also think of new possibilities. We all know that a great design is not the first design. A great design has many iterations.

4. Adjust, bend, and let it flow. Be true to the learning outcomes you are seeking from your students, but also know when to bend on requirements that will lead the student to deeper understanding.

Go back to your design studio model. You may have designed this really amazing project prompt for your students. Then, as you begin to see your design put into action, you see a better way of doing things. Be open to changing tacks.

Your students may also have ideas for how to better show their learning. As your students work in this kind of studio environment they will feel empowered to speak up about their ideas and help with your curricular designs. They will realize they have a great voice in their own educational outcomes.

5. Share their work with the world. Rushton Hurley says, "If students are sharing their work with the world, they want it to be good. If they're just sharing with you, they want it to be good enough."

An artist doesn't create masterworks to hang in their bedroom closet. An artist creates masterworks to share his or her point of view with the world. So why would our students create a project that only the teacher will see? They want to voice their point of view with a larger audience.

Give students the opportunity to create projects that, after they are marked, won't go directly into the black hole of their lockers, or worse...the garbage bin. Whether it is the possibility of going viral, or the possibility of being part of real social change, when students share their work with a public audience, the quality of their work increases.

It can be as simple as a student posting their infographic on Twitter or their screencast on Facebook. Have students create their own websites where they curate their own portfolio of work. Create a classroom blog for students to post work to share with other classrooms around the world. Create a space in your classroom for students to engage in discussion and/or comment on each other's work.

The point is that students should realize that the work they do is important. Real world work doesn't sit on a teacher's desk, it should live out there for all to see. By giving students opportunities to share their work with the world, work that they have had a voice in designing, students become more excited about showing their learning.

By giving students time to practice skills on low stakes assignments, we provide them with experiences that will expand their means of expression. Creating open ended projects, where students are encouraged and guided, gives learners an opportunity to advocate for themselves on how to best demonstrate their knowledge. It allows students to illustrate their understanding at a much deeper level than could be done on a more restrictive test. And it enables our students to share their knowledge and understanding with an authentic audience beyond the classroom.

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5 Tips for Giving Students Choice That Leads to Student Voice | Edutopia

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Think of those non-native speakers in your classroom. They struggle daily to show their understanding because their vocabulary is so limited. Much like a language learner, our students are limited in their ability to express themselves when they haven't had exposure to skills and tools that will help them create.

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https://www.oecd.org/site/schoolingfortomorrowknowledgebase/themes/demand/41175554.pdf

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http://www.ascd.org/publications/books/107034/chapters/student-motivation,-engagement,-and-achievement.aspx

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5 Ways to Give Students Voice and Choice

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5 Ways to Give Students Voice and Choice

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The idea of co-constructing knowledge with students can be a scary thing for many of us teachers. The age-old role of teacher as orator, director, sage has been handed down for centuries, and most of us grew up as students looking to teachers in this way. It's hard to shake.

Co-constructing knowledge means giving up the myself and them role of teacher and students and fully embracing the wonder and journey of us.

The first step we have to take is becoming familiar and comfortable with saying "I don't know" out loud to our students. Maybe that sounds silly, but it's a huge step for many of us. I remember the first time I said it: My 11th-grade students asked me a question that completely and utterly stumped me. I was about to tell them what I sort of knew or thought the answer might be, but instead I just said, "I don't know."

We all just sat there in the silence of those three words.

Then I said, "Who knows something about this that they can share?" A few students shared some ideas and thoughts they had about the topic. I followed their comments with, "Who wants to find out more?" Several hands went up.

Two educational theorists who inform my thinking about co-constructing knowledge are Vygotsky and Freire. Both saw learning as a social act in which teachers and students dialogue and create knowledge together, rather than teachers filling the students with content and information as if they were empty vessels.

Yes, it is true that teachers need to be the ultimate decision-makers about a lot of things. This is not proposal to share authority and control with students. Consider it instead an invitation to take a step to the side and see what can happen when we shift our perspective and delve into some experimentation.

In The Classroom

I'd like to propose five ways to get that ball rolling in transforming the learning space you share with students into a place where you serve often as facilitator and guide-and when needed and necessary, as presenter or instructor.

1. Stuff we want to know about: Brainstorm an ongoing class list of stuff they want to know about and are interested in-a phenomenon, an event, or a law, for example. If you are a science, math, or history teacher, you can ask that it be about your field, but I also encourage you to have it be about anything (and then you can find connections to content later). Inquiry is a skill all teachers should build regardless of content.

2. Task force teams of inquiry: Let teams form (or help with this) and ask each team to select a topic from the brainstorm list. Their mission is to explore, research, and present on that topic. If you're thinking that's too much valuable class time off the curriculum or content, find a way to connect it to the educational standards your school follows. (Reading, writing, speaking, and listening are involved here, so turn to those Common Core anchor literacy standards.)

3. Assessing their needs and wants: We should never underestimate the power of the five-point Likert scale as a quick, quantitative measure to see where students are. You can create several statements for a unit of study to gauge student interest first, and then their understanding and experience with the content, materials, activities after.

Consider including a couple fill-ins and evaluate the responses for patterns and repetition. Use both the tally of numbers from the Likert and the fill-ins to inform your planning. You can say to students, "I tallied the numbers and there were twelve 5s and eleven 4s, so that tells me _____ is very important to most of you. We are going to explore that next together. However, in ranking how well you understood writing a thesis statement, the majority of the class selected 1 or 2, so we're going to spend some time reviewing and practicing thesis statement writing." With anonymity, students tend to be more candid and honest, so make including a name on the survey optional.

4. Think-alouds: Model for students your learning as you read aloud an article on a current event or a topic of study. For example, as you read, pause, asking questions and making comments and connections to things you already know or even things you've explored as a class. Have students do the same with a partner, then eventually in groups of three or four.

For high school students, I like Kelly Gallagher's Article of the Week, which he uses with his students. Building the prior knowledge of students is also part of our job-and not just knowledge about the content we teach, but also about the world.

5. Project options and self-grading: Think about how these two sentences sound: "You will have several projects to choose from" and "You will create a trifold poster...." They might remind us that no matter the age, we all like to have choices, especially when it comes to demonstrating our skills and abilities.

So offer up plenty of options in types of projects and also collaborate with your students in creating a criteria chart for each project. Having more of a stake in the work, students can use the criteria to grade themselves in the end. Be sure to include an opportunity for them to also do some reflective writing on why they've assigned themselves that grade. Learning tends to stick better when we reflect.

Less teacher talk and more student-centered learning makes for a happy, healthy, and productive learning environment.

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5 Ways to Give Your Students More Voice and Choice

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The idea of co-constructing knowledge with students can be a scary thing for many of us teachers. The age-old role of teacher as orator, director, sage has been handed down for centuries, and most of us grew up as students looking to teachers in this way. It's hard to shake.