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Voice is the  degree of "ownership" that students take.

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Have students address one another; not the teacher. Think of stems to model how to address peers.

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Before a discussion, have students jot down thoughts on a post it or paper so that they aren more confident in what they will say in an open dialogue.

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Give students specific feedback by stating what you notice in a specific, non-judgemental way.
Give students a follow up question instead of showing them.

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Don't forget that many students in the class are introverts. Popsicle stick approach doesn't work with them -- they need more time to think (true of most ENL students  too).

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Kids shut down when overwhelmed: so she targeted 1 specific skill. Students read together several strong models; then applied to their own writing. On Friday they conferenced with the teacher in pairs, looking for strong evidence of the skill desired. The immediate feedback.made a huge improvement.

M
AEDAM

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We are excited to try out "One Quick Thing" activity/discussion and then model/teach
mini-lessons

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When students feel they have a voice and the freedom to make supported choices in their learning, they will be engaged.
Teachers should create, support, encourage, a climate for student ownership.

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It's important to be mindful of those students that take more time to process and think about the topic they are working on. We also learned that dialog is so powerful when students take more control of the conversation. It's important for teachers to step back and not dominate the discussion. This fosters a higher level of understanding and gives students a chance to truly understand the topic they are studying.

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Berlin and Mindy Discussion regarding Feedback

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Berlin and Mindy Discussion regarding Feedback

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Teachers need to stick to ONE skill to offer feedback on... Also, feedback must be timely and teacher needs to focus on cues from the student that understanding of the ONE skill is observable by teacher.

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Voice- By exploring topics that matter you can take a disengaged classroom to one where students challenge each other.

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For students who do not have an entry point or know how to access an open ended question - pose an either/or scenario or a would you rather scenario where there are two structured directions for conversations

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1. Begin by noting the positive.

2. Offer constructive comments.

3. Personalize critique (by using “I” statements, such as “I think…,” “I wonder…,” or “I noticed that…”).

4. Stay specific.

5. Assess the work, not the person or the team.

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It is important to let students respond thoughtfully to their classmates thoughts and opinions about issues, questions, or topics

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Allowing students to direct their own learning helps them to see that they can make a difference in their communities.

Selecting books, choosing how to present information, selecting what to investigate, and choosing HOW to work are all forms of students agency.

Students must decide on goals and what will be used to measure if those goals are to be attained.

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Using open-ended (and either/or questions), helps everyone engage. Allowing them to write before sharing.

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Group talk includes any activity where pupils’ ideas are explored verbally between pupils, even if the final product is written or practical. It includes verbal argument (in this context the word argument is used to describe discussion between pupils who hold differing views) as much as more formal debates (about contentious topics such as genetic engineering). Group talk can be both collaborative and competitive.

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Ask clear, well-structured questions.

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Be cognizant of wait time.

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The best dialogue happens in exploratory talks.

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Dialogue

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I would like to know more about student voice.

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I'd like to know more about student agency.

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How to increase student agency in my classroom

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How do you engage students in student agency

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Ways to make my students learning experiences better.

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How does it vary/how to adjust for grade levels K to 5

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Methods to enhance my students learning.

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I would like to learn more about helping kids continue appropriate dialogue in small groups after a large group provocation or other discussion.

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I hope to learn how to expand the opportunities for my kindergarteners to own and share their voice and experienc meaningful and useful peer dialogue.

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How do I increase student agency in my classroom?