1. Student Voice Derek Glover Secondary Student Achievement Facilitator UC Education Plus
How do I understand the variety of my students’ motivations to learn, and how do I address each of their different ways of engaging in class?
How do I understand my students’ occasional lack of motivation and academic engagement?
How do I provide a range of opportunities that motivate and engage my students, both collectively and individually?
Toshalis , E and Nakkula, M.J. (April 2012). Students at the Centre series - Motivation, Engagement and Student Voice

2. Student voice
Our vision for young people (page 8) - “Young people who will be confident, connected, actively involved, lifelong learners”.
One of the characteristics of effective assessment (page 40) identified is that it “involves students – they discuss, clarify, and reflect on their goals, strategies, and progress with their teachers, their parents, and one another. This develops students’ capacity for self- and peer assessment, which lead in turn to increased self-direction”.
Ministry of Education (2007) The New Zealand Curriculum in English-medium Teaching and Learning in Years Wellington, New Zealand

3. Student voice
One of the most powerful tools available to influence academic achievement is helping students feel they have a stake in their learning. To feel motivated to do something and become engaged in its activity, youth (like adults) generally need to feel they have a voice in how it is conducted and an impact on how it concludes.
Research has shown that the more educators give their students choice, control, challenge, and opportunities for collaboration, the more their motivation and engagement are likely to rise.
Toshalis , E and Nakkula, M.J. (April 2012). Students at the Centre series - Motivation, Engagement and Student Voice – Executive Summary
Motivation, engagement, and voice are the keys to student-centred learning. Without motivation, there is no push to learn; without engagement there is no way to learn; and without voice, there is no authenticity in the learning.
Toshalis , E and Nakkula, M.J. (April 2012). Students at the Centre series - Motivation, Engagement and Student Voice

4. Student voice
The role of student voice in informing educational improvements is underpinned by four key ideas:
Students are as involved in education as their teachers; they need opportunities to participate in decisions, offer their insights, knowledge or opinions that should contribute to change for improvement. Their views complement rather than replace or surpass teachers’ knowledge
Seeking students’ perceptions about their schooling has been shown to have positive outcomes for their academic success
Asking students for their views on schooling is not enough. Students are aware of their limited power and are more likely to engage in meaningful dialogue when they know that what they say will be acknowledged through positive discussion if not visible change
Discussing learning objectives and success criteria, teaching students to set and evaluate their progress towards achieving goals and making them ‘curriculum insiders’ expands their knowledge about their learning and enhances their abilities to contribute their voices.
New Zealand Teachers Council. Using Student Voice in Teacher Appraisal.

5. Student voice
Student Voice describes how students give their input to what happens within the school and classroom. Our desire is for students to know that their expertise, opinions and ideas are valued in all aspects of school life.
Student Voice permeates all levels of our work together, from students participating in small group classroom conversations to students partnering in curriculum design or establishing school norms and policy.
Palmer, B. (March 2013) Including Student Voice.

6. Student voice Student Voice reinforces that:
What students have to say matters in how learning happens.
Students have untapped expertise and knowledge that can bring renewed relevance and authenticity to classrooms and school reform efforts.
Students benefit from opportunities to practice the problem solving, leadership and creative thinking required to participate in a decision-making school community.
Palmer, B. (March 2013) Including Student Voice.

7. Student voice Sources of students’ voices Feedback exit slips
Peer evaluations
Surveys about the content and approaches in classes
Students journaling, talking about or discussing reflections on their learning
Video footage of students discussing their learning
Student focus group interviews or discussions
Teacher reflections on insights from student in everyday classroom interactions
New Zealand Teachers Council. Using Student Voice in Teacher Appraisal.

8. Student voice Inclusion Integration
Teachers seek student input on course curriculum and design, and on creating classroom norms. Teachers make decisions about how or whether to implement student suggestions.
Teachers offer students a variety of ways to make contributions (orally, in writing, small groups, whole class, etc.).
Formative assessment strategies are used during instruction to elicit feedback from students and assess student learning.
Results of student surveys and focus groups are shared with students.
Students provide feedback on course curriculum and classroom norms. Students participate actively in class discussions.
Students can see how their feedback changes the trajectory of the course and curriculum design process. Student prior knowledge and backgrounds are a source of expertise in matters of classroom decision-making.
Inclusion, Integration, Transformation, Empowerment
Palmer, B. (March 2013) Including Student Voice.

9. Student voice
The Measures of Effective Teaching (MET) Project of the Bill & Melinda Gates Foundation
Well-crafted student surveys can play an important role in suggesting directions for professional development and also in evaluating teacher effectiveness.
MET findings suggest that the highest-achieving classrooms are respectful and orderly environments, with students who stay busy and learn to correct their mistakes from a teacher who explains difficult things clearly.
Ferguson, R.F. (November 2012) Can student surveys measure teaching quality? Vol 4 No. 3 kappanmagazine.org

10. Student Voice The Tripod Project CARE: 2. CONTROL: 3. CLARIFY:
My teacher in this class makes me feel that he or she really cares about me.
2. CONTROL:
Our class stays busy and doesn’t waste time.
3. CLARIFY:
My teacher explains difficult things clearly.
4. CHALLENGE:
My teacher wants me to explain my answers — why I think what I think.
5. CAPTIVATE:
My teacher makes learning enjoyable.
6. CONFER:
My teacher wants us to share our thoughts.
7. CONSOLIDATE:
My teacher takes the time to summarize what we learn each day.
Crow, T. (December 2011) The View from the Seats. Vol. 32 No forward.org

11. Student voice QR codes - An easy way to go direct to a URL For Teacher
Copy the url
Go to and paste
Click on “Get my code” then copy & paste as required
For Student – on smartphone
Download NeoReader app [any QR reader will do] (one off)
Run the NeoReader app
Hold phone over QR code – it will recognise it and take you straight to the web page
Quick Response

12. Student voice Poll Everywhere Teacher http://www.polleverywhere.com/
Student or QR code
Students need to know the numbers to enter
Live results (powerpoint addin also available)

13. Student voice
Kwiqpoll Teacher Student or QR code Only one entry per device Poll only available for 3 or 7 days

14. Student voice Google Forms (works best with Google Chrome) Text
Paragraph text
Multiple choice
Check boxes
Choose from a list
Scale
Grid
Date
Time

15. Student voice
Socrative Teacher – login at Student or QR code students need the room number