Student voice can be difficult to hear in any classroom where the teacher is doing most of the talking and providing direct instruction. Even if the teacher is the one who offers the choices in the curriculum, the teacher is still the one directing the learning. Student choice means students choose how they learn something and, hopefully, what they learn. This is a big jump though, right? You may be wondering, “But how do I begin this in a special education classroom with emerging language needs?” Show
Introducing and Incorporating Voice and ChoiceBelow are some ways (when appropriate) that you can introduce and incorporate voice and choice into many aspects of your students’ day:
I use choice options in my classroom for:
This can be very reinforcing to students but should not be withheld as contingent reinforcement. Choice should be built into the day and all students should have opportunities for voice and choice—regardless of ability—in order to feel heard and in control of their own environment and learning. Helping Students to Become More IndependentA strategy that incorporates both student and teacher control is “Weighted Choices.” Weighted choices are presented when a teacher gives an option that will elicit one outcome but offer students the opportunity to have some say in the process. For example, if I am presenting a writing task I may offer for my student to use either a green pencil or red pencil. Either way, the student is choosing a writing utensil and will do their writing. But the student took ownership of which utensil to use. I have also given options like, “Who do you want to practice sight words with?” “Which sticker do you want after finishing your addition problems?” “Do you want to sit on the blue chair or red stool?” If our end goal is for our students to learn, grow and become more independent, we can be more flexible in what that process looks like for each student based on their wants and needs. This facilitates mutual trust, support and respect, and meaningful relationships that will breed enthusiasm. Students with emerging language can utilize choice visuals from the SymbolStix PRIME library. Hold the visuals up when stating the options so that students can point to a response, or show them on a tablet or whiteboard so the materials can speak or be read with highlighting. Other adaptations include assigning a gesture, writing choices out, using AAC devices, or even allowing students to draw or write an idea or thought. Empower Your StudentsTake a chance and try it out—you will be amazed at what happens! Remember to be open to some things possibly not working out the way you think they will. Relinquishing control may feel a bit out of your comfort zone, but look at this more as empowering your students and know that outside of the comfort zone is where the magic usually tends to happen. We can explore our students’ passions and honor their ideas and opinions by giving them their own voice and the platform to use it. About the AuthorCara Luce is an intervention specialist who has spent 10 years working with students who have specialized learning needs at the elementary, middle school, and high school levels. Her training is in the areas of speech and hearing as well as curriculum and instruction. She believes in presuming intellect, supporting advocacy, promoting laughter, and creating a supportive community for all. Cara earned a Master of Education degree from Cleveland State University. Children have the right “to voice their opinions on activities and decisions which shape their lives, and the right to receive and share information in different ways” Articles 12 & 13, the United Nations Convention on the Rights of the Child (UNCRC) (Bucknall, 2012, p. 4) Why Choice and Voice?Providing choice in student learning has multiple benefits ranging from increased student engagement, to allowing for differentiation through providing appropriate challenges. The following chapter from “Learning to Choose Choosing to Learn” by Mike Anderson, ASCD may be of interest. Similarly, student voice is important not only for sharing opinions and decisions on a student’s personal life and school matters, but also on emerging social issues. Research shows that even children of primary school age are aware of community, national and global issues, including racism, violence, and poverty, and would also like to be better informed and more involved in helping to solve problems (Holden, 2006; Taylor et al., 2008; Bucknall, 2012). In fact, student voice can allow for personalized, diverse educational experiences as it begins and ends with the thoughts, feelings, visions, and actions of the students themselves (Toshalis & Nakkula, 2012). Remote learning; a crisis and perhaps an opportunity?
Students might:
Let’s explore a few opportunities!CHOICE Choice of Meaningful, Contextually-Relevant Content Learning is most engaging when it is relevant to students’ personal lives. In a science lesson on features of mammals or reptiles, encourage students to come up with their own examples from a book or an online image, take a photo, label it, and share with the class. The various shared examples will foster a better understanding across students, and allow for peer feedback. Choice of Books Ask students to read books of their choice and prepare general questions that would support their development of skills. Pernille Ripp (teacher and author) offers sample question in her article, “Switching to Remote Learning While Still Offering Choice”. Choice of Instruction Encourage your students to explore topics of interest using a wide array of online resources. They might view videos provided by Khan Academy or TEDEd Talks. For more suggestions, check this list of distance learning tools provided by the Albert Team. Choice of Activity Here are a few:
Choice of Process Ask your students if they prefer working individually, in pairs, or in groups? Choice in expression of assessment response
Choice of Online Time Try not to rely too heavily on synchronous online sessions, as it might cause stress to some students. Give students the choice to work online, or work offline on an activity and share it afterwards using an app, for example using ShowMe. It can be supportive to NOT require the use of video camera when doing synchronous web conferences as this can make visible issues of poverty/circumstance. (That said, allowing video may also help learners feel more connected… as always, important to know your students and context) For more ideas, I found this podcast by Brian Aspinall (teacher and teaching excellence award winner) and Michelle Hunter (grade 6 teacher) on creating opportunities for student choice during remote learning inspiring.
VOICE
Feelings At the start of a class session, you might encourage students to share their feelings for the day (once a safe environment and guidelines for the community have been clearly established – you know your context). An anonymous quick poll might be incorporated here instead of ‘vocal and identified’ sharing. Providing opportunity for students to voice their emotions in a safe, supportive environment, helps you know where the class is at and also allows students to feel they are not alone. Interests and Preferences In order to allow for personalized learning, encourage students to share their interests and learning preferences to inform the creation of choice boards.. Issues that matter: Students as Researchers An interesting movement, Students As Researchers (SARs) creates a new role for children in social research and gives them a voice (Bucknall, 2012, p. 3). By allowing students to act as researchers (SAR), their perspectives and voices are allowed to come to center stage and students are empowered “to bring realities of everyday life to the attention of the staff” (Thomson & Gunter, 2007). Choice of research topics allows school staff to perceive unseen issues. Students might even explore their own feelings, the challenges and possibilities with respect to remote learning, and what suggestions they have. Similarly, students could search societal issues of concern. For example, students could discuss their roles at a time of the pandemic. Podcast to share ‘voice’ As a means to share their opinions or research, students could create their own podcasts, videos, vlogs, blogs, images/memes where they voice their opinions and share with a larger audience. In a reflection on their own experience creating podcasts with students published in Edutopia, “A Way to Promote Student Voice – Literally”, teacher Paula Diaz provides some suggestions and examples. References: Bucknall, S. (2012). Children as Researchers in Primary Schools. London: Routledge, https://doi.org/10.4324/9780203116302 Holden, C. (2006) ‘Concerned citizens: children and the future’, Education, Citizenship and Social Justice, 1(3):231–247. Garry, Adam, et al. Personalizing Learning Through Voice and Choice: (Increasing Student Engagement in the Classroom), Solution Tree, 2017. ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/ubc/detail.action?docID=5105830. Taylor, N., Smith, A. and Gollop, M. (2008) ‘New Zealand children and young people’s perspectives on citizenship’, International Journal of Children’s Rights, 16:195–210. Thomson, P. & Gunter H. (2007) The Methodology of Students-as-Researchers: Valuing and using experience and expertise to develop methods. Discourse: studies in the cultural politics of education, (3), 327-342. Toshalis E. & Nakkula, M. J. (2012). Motivation, Engagement, and student voice . The Students at the Centre series. A Jobs For the Future Project. Retrieved from http://www.edugains.ca/resourcesSV/StudentVoiceResearch/MotivationEngagem entandStudentV oice.pdf United Nations (1989) ‘Convention on the Rights of the Child’, UN General Assembly, Document A/ RES/44/25. Online. Why is choice and voice important for students?A student-centered classroom that prioritizes both student voice and choice includes opportunities for students to explore their interests and define who they are, while also practicing applying some of those learnings by being supported through decision making with choices.
Why is choice important to student learning?Student choice enhances students' excitement about topics, curriculum, and their interests. Creativity is an essential skill for our youth, and these experiences increase their imagination. They discover powerful skills and increase their interests. These types of choices allow more meaningful learning to occur.
Why is voice and choice important?Giving students voice and choice not only allows them to take control of their environment and learning but also gives teachers buy-in, shows respect for students' preferences, builds relationships and rapport in the classroom and consequently, is reinforcing to students.
How will you use students voice for effective learning?10 simple student voice strategies. Develop a classroom vision of success.. Work with students to create goals.. Provide choice in student work.. Teach students how to choose.. Prioritize critical thinking.. Provide diverse access points for student work.. Give students multiple ways to speak.. |
