We discussed the importance of student voice as a way to measure our success for Teaching as Inquiry. It was interesting to read Dr Cheryl Doig's reading that learner voice is appropriate at all age levels. We discussed different ways we could do this with our junior learners. Kirsty and Tracy
Team SAMR (Ange, Bianca, Tori) As a group, our aim is to create INTRINSIC INDEPENDENCE which will provide students with the ability to make choices about the purpose, relevance and application of technologies for their learning. As teachers we are promoting the SAMR model at all levels, so that children are able to work confidently across the curriculum, to use their device, to broaden and strengthen the application and sharing of their learning.
We listen to the students and their feedback about how they engage while technology and can observe higher levels of motivation and engagement.
Student voice is vital in student motivation, this applies at all levels. However the level of the child's "self regulated capability" does effect the amount of choice and freedom that a teacher can give them.
Our group discussed different ways that student voice could be included in their teaching as inquiry projects. We have some great ideas and are looking forward to seeing what the students have to contribute. (Maths)
We feel that in order to engage children in writing we need to have a strong focus on student voice. Allowing children to select meaningful writing topics we believe would increase motivation. Within our classes we are trying to include more student voice, through giving opportunities for free choice writing, integrating writing with inquiry to make it more purposeful, and not focuses so much in genre.
Rachel shared how she allows her Year 7/8 low readers and writers the chance to chose their own reading material. Rachel carefully vets the genre and ensures the material is not overly stimulating and print saturated and is in manageable chunks. Serena spends quality time introducing all the trip vocabulary in a new book and allows the children to have enough time for a detailed orientation. Her low readers and writers are benefiting from small group teaching and long sessions. Helen spoke about her ESOL children having a personal voice by choosing something that they already have some personal experience in, which allows Helen to (hang) her lesson from which keeps them engaged.
We discussed the importance of student voice as a way to measure our success for Teaching as Inquiry. It was interesting to read Dr Cheryl Doig's reading that learner voice is appropriate at all age levels. We discussed different ways we could do this with our junior learners. Kirsty and Tracy
ReplyDeleteTeam SAMR (Ange, Bianca, Tori)
ReplyDeleteAs a group, our aim is to create INTRINSIC INDEPENDENCE which will provide students with the ability to make choices about the purpose, relevance and application of technologies for their learning. As teachers we are promoting the SAMR model at all levels, so that children are able to work confidently across the curriculum, to use their device, to broaden and strengthen the application and sharing of their learning.
We listen to the students and their feedback about how they engage while technology and can observe higher levels of motivation and engagement.
Student voice is vital in student motivation, this applies at all levels. However the level of the child's "self regulated capability" does effect the amount of choice and freedom that a teacher can give them.
ReplyDeleteThese comments are indicative of the group under my care (aka PLG1!)
DeleteOur group discussed different ways that student voice could be included in their teaching as inquiry projects. We have some great ideas and are looking forward to seeing what the students have to contribute. (Maths)
ReplyDeleteWe feel that in order to engage children in writing we need to have a strong focus on student voice. Allowing children to select meaningful writing topics we believe would increase motivation.
ReplyDeleteWithin our classes we are trying to include more student voice, through giving opportunities for free choice writing, integrating writing with inquiry to make it more purposeful, and not focuses so much in genre.
Rachel shared how she allows her Year 7/8 low readers and writers the chance to chose their own reading material. Rachel carefully vets the genre and ensures the material is not overly stimulating and print saturated and is in manageable chunks. Serena spends quality time introducing all the trip vocabulary in a new book and allows the children to have enough time for a detailed orientation. Her low readers and writers are benefiting from small group teaching and long sessions.
ReplyDeleteHelen spoke about her ESOL children having a personal voice by choosing something that they already have some personal experience in, which allows Helen to (hang) her lesson from which keeps them engaged.