Anchor Activity STUDENT VOICE
Check Out the Student Voice Handouts
As we wait for people to arrive:
vRead through Student Voice Initiative One-Pager and/or the Principals
Want to Know handout(s)
vComplete the Anchor Activity: Ticket in the Door alone or with a
Review the Student Voice
Initiative handout and complete
Student Success Learning to 18
Student Voice Module
Student Voice Summer STUDENT VOICE
Focus for Student Voice Module:
• Introduction to Student Voice
• Initiate exploration of…
“How might we invite
students to co-create their
Materials Review STUDENT VOICE
*Required For Student Voice Module*
• Handouts 1 & 2 – Student Voice Initiative one-pager, Principals
Want to Know newsletter
• Handout 3 - Ticket in the Door
• Handout 4 - Making Connections Organizer
• Handout 5 – BINGO Recording Sheet
• Handout 6 – 9 Student Voice Indicators
• Handout 7 – Hart’s Ladder
• Handout 8 – Suggested Further Reading
• SpeakUp in a Box –one for each participant
Module Agenda STUDENT VOICE
1 Minds On
– Setting the stage – the provincial context
– Learning Goals/Essential Questions
– Introduction Activity / Debriefing Anchor Activity
– Inviting Student Voices - Student Voice DVD
– Research & Student Engagement – Students Said Activity
– The Student Voice Initiative Overview
– Hart’s Ladder: Assessment of Student Participation – Read, Pair, Share
– Exploring SpeakUp in a Box
– Making Connections Organizer
– Suggested further reading
– Student Voice Module Conclusion
Minds On STUDENT VOICE
qSetting the Stage – the provincial context
qLearning Goals/Essential Questions
qIntroduction Activity / Debriefing Anchor Activity
qInviting Student Voices - Student Voice DVD
qResearch & Student Engagement – Students Said
Provincial Context STUDENT VOICE
High Levels of Student
Reducing the Gaps in Student
Increased Public Confidence in
Our Publicly Funded Schools
School Effectiveness Framework STUDENT VOICE
School Effectiveness Framework STUDENT VOICE
A Support For School http://www.edu.gov.on.ca/eng
Improvement And Student /literacynumeracy/Framework
* Student Voice and the School Effectiveness Framework
3.1 The teaching and learning environment is inclusive and reflects individual student
strengths, needs and learning preferences.
3.2 School programs incorporate students’ stated priorities and reflect the diversity,
needs and interests of the school population.
3.3 Students are partners in conversations about school improvement.
3.4 Explicit strategies are in place to enable students to demonstrate strong citizenship
skills such as leadership, teamwork and advocacy.
Supporting the Instructional Core
Learning – leadership
Example STUDENT VOICE
Host a forum involving students to
gather feedback on the 4 pillars
Students host a forum using SpeakUp in a Box to
identify what helps and hinders their learning and
their ideas about what adults and students can do.
Senior Social Science course
Action Research using collaborative inquiry: (Plan, Act, Observe,
Reflect)For example: Divide into a project team of 3 or 4
students. You are a team of policy advisers in the Ministry of
Education in Ontario. Along with several other teams in the
province, you have been assigned to conduct original research
into student engagement among students in Grades 7-12. etc.
A Professional Learning Cycle STUDENT VOICE
Student Success Grades 7-12 13
EFFECTIVE INSTRUCTION PROGRAMS
o Differentiated Instruction o Specialist High Skills Major
o Math GAINS o Dual Credits
o Literacy GAINS o Expanded Cooperative Education
o Professional Learning Cycle o Ontario Skills Passport
o Student Voice o Board Specific Programs
o School Effectiveness Framework
INTERVENTIONS LEADERSHIP DEVELOPMENT
o Credit Rescue / Recovery o Student Success Leaders
o Transitions Supports/Taking Stock o Student Success Teachers
o Children and Youth in Care o Student Success School and Cross
o Re-engagement 12 12+Strategy Panel Teams
o Supervised Alternative Learning
o School Support Initiative
Pyramid of Preventions and 14
Learning Goals STUDENT VOICE
In this session participants are learning how to:
q explain student voice and why it is important to learning;
qaccess support and resources for Student Voice through colleagues, the
board and the ministry;
q invite students to co-create environments that promote student
engagement and use this important information for improving their
Essential Questions STUDENT VOICE
• What is the Student Voice Initiative?
• How might I invite students to co-create
environments that promote student
engagement in their learning?
• How do I increase my access to assistance and
Making Connections Organizer STUDENT VOICE
Note how your
learning in each part of
Session Learning Goals the session connects Sample Success Criteria
with the learning
explain student voice and its connection to student engagement
identify strategies to invite students to join the conversation about what
We are learning to explain student engages them in their learning
voice and why it is important to give examples of ways students have indicated helps strengthen their
student learning. sense of belonging (classroom and school) and participation
give examples of ways student voice connects to either overall curriculum
expectations and/or four pillars of learning: Community Culture and Caring,
Pathways, Literacy and Numeracy
list the Student Voice resources
We are learning to access support and
resources for Student Voice know where to access the Student Voice supports and resources
through colleagues, the board Navigate the Student Voice website to access related Ministry resources
and the Ministry Network with colleagues
Support students in using SpeakUp in a Box for them to provide important
information for improving their learning;
We are learning how to invite
Incorporate initiatives/structures into the classroom that promote student
students to co-create
voice and provide students with opportunities to be partners in their own
environments that promote learning.
Design tasks and use strategies such as Focused Dialogue, Final Word and
other equitable structures for the emergence of different viewpoints and
Building Inclusion & Anchor 18
Strategy: Partner Introduction
1.Choose a partner from table group. Decide who will be the interviewer and who will
be interviewed. For one minute, the interviewer will tell his/her partner all the things
he/she does not know about his/her partner, including why she/he is taking the
Student Voice Module and something interesting from the Anchor Activity. The
partner being interviewed then responds for two minutes giving information they are
2.Partners switch roles and repeat the strategy.
3.Reform into a table group. Each set of partners introduce one another to the table
group and share their partners reasons for the taking this module and one thing they
found interesting from the Anchor Activity. Continue until everyone has been
introduced to the table group by their partners.
Whole Group Debrief STUDENT VOICE
What are some of the common and/or different
reasons people are taking this module. What did you
learn about each other?
What did you learn about student voice from one
Why is it important to build inclusion in any group?
How do you build inclusion in your classrooms so
that it is a safe/respectful place for students to
express their voices?
Inviting Student Voices STUDENT VOICE
What are you wondering about Student Voice or the
SV Summer Program?
üView the Student Voice DVD.
üReflect on the video by filling in responses to
the BINGO template (Handout 5).
üEach group member shares a response for
ONE box with table group.
A reason students want to have a One way students can have a voice One Ministry student voice
voice. in schools. resource.
What is one of the 9 Student Voice
Indicators? FREE What is MSAC?
How you might use this DVD with Something you found surprising in
Something you would like to try.
your students? this DVD.
Research & Student Engagement
Student Engagement is a measure of the extent to which
• participate in academic and non-
• identify with and value schooling
• make a serious personal
investment in their learning
*This and the following slides draw upon the
research of Dr. Doug Willms , with permission.
Program for International 23
Student Assessment (PISA)
students with low
Socio-Economic Gradient STUDENT VOICE
Socio-Economic Gradient STUDENT VOICE
Socio-Economic Gradient STUDENT VOICE
Average Participation in Sports & Clubs
Critical Learning Threshold STUDENT VOICE
Engagement is a function of development
Considering Flow STUDENT VOICE
Engagement as Learning STUDENT VOICE
Tell Them From Me STUDENT VOICE
Drivers of Student Outcomes
Raising the Bar STUDENT VOICE
Students Said… STUDENT VOICE
MSAC 2011-12 students were asked: “In order to increase
student engagement in schools, principals, teachers and
other school leaders should…” The top three responses from
• Build a strong extra-curricular program that builds a
sense of belonging, self-confidence& enjoyment of
school, particularly for those students at risk.
• Encourage and support teachers to build strong
relationships with students.
• Foster a teaching approach that includes designing
learning tasks that are focused on students’ interests.
Students Said… STUDENT VOICE
• Go to the response that interests you
• Discuss response and how it relates to
Dr. Willms research
• Share a thought with the larger group
qSpeakUp – The Student Voice Initiative
q9 Student Voice Indicators - Final Word
qHart’s Ladder: Assessment of Student
Participation – Read, Pair, Share
The Student Voice Initiative STUDENT VOICE
SpeakUp’s Key Messages
Main Components STUDENT VOICE
Minister’s Student Advisory Council STUDENT VOICE
TERMS OF REFERENCE
•Provide ongoing student perspectives, recommendations, and
consultations on the Ministry of Education’s policies, programs and
The Council is composed of:
•Provide advice and feedback on the 60 students from each of the 6 regions
activities more specifically related to the and 3 francophone regions to
Ministry’s student engagement activities represent students’ diverse
o Students grades 7-12
•Participate in student forums, events or o Students with special
conferences to discuss student-related needs
issues o English Language Learners
o A range of engaged to
disengaged and recently re
•Learn about strategic planning and the -engaged students
formation of government policy, programs o Students not in school
o Reserved membership for
and practices representatives from the
*Over 600 students applied for a seat on the OSTA (3) and FESFO (3)
Regional Student Forums STUDENT VOICE
One-day consultations with students to share ideas on how to respect all
students’ voices and how to strengthen their engagement in learning.
The 9 Student Voice Indicators, which drive the Student Voice Initiative,
emerged from Regional Forums in 2009.
In 2011, the focus for discussion was student councils and how they can
strengthen engagement academically among all students and hear all
A diversity of students selected from a range of destinations and levels of
engagement, grades, gender, non-traditional leaders, those on student
students council or not, student trustees, and MSAC members).
9 Student Voice Indicators STUDENT VOICE
1. Based on students’ interests, expand the
6. Provide students with the opportunity to
available extra-curricular options to include give feedback on their learning
enrichment, peer support, academic support experience in order to achieve success.
2. Make more explicit the strategies designed to 7. Consult students and inform them on
support student learning of life skills (e.g. decisions that impact their educational
leadership, teamwork, communication). experience.
3. Ensure the learning environment is inclusive 8. Ensure students’ experience of education is
socially (i.e. opportunities to talk about equitable wherever they live in Ontario
issues such as mental health, bullying,
racism, diversity, inclusion) (i.e. curriculum, classroom materials, and
4. Ensure the learning environment is inclusive
academically (i.e. teachers know the 9. Commit to ensuring eco-friendly practises in
individual students and their learning styles, their schools and classrooms (i.e.
what helps and hinders their learning). composting, recycling, green roofs, and
healthier food options).
5. Build on the SpeakUp to ensure all students feel
welcomed and empowered in their schools.
SpeakUp Projects STUDENT VOICE
Grants for student-led projects (up to $1000 per project)
Student-led projects that focus on strengthening engagement in
the under-engaged are the priority
Over 4000 student-led SpeakUp projects, in 900 schools, have
received grants since 2008
1367 projects were approved in 2010-11
Applications for 2011-12 will be posted on
www.ontario.ca/speakup in the fall of 2011.
2010-2011 SpeakUp Project 41
The Ideas Exchange: Student Education - Student Action,
a city-wide conference in an alternative education
Saving Our Selves, a teen health and wellness fair
IMPACT- Random acts of kindness, a campaign to abolish
bullying and create a safe school environment through
SpeakUp in a Box STUDENT VOICE
SpeakUp in a Box contains everything
needed for 30 students to discuss:
•What helps you engage in your learning?
•What holds you back from engaging in
•What can adults do to improve how
education looks and feels?
•What can students do to improve how
education looks and feels?
Students are to share their ideas with Students and teachers may request a kit by
staff and the Ministry. They may apply emailing: email@example.com
for a grant to lead a SpeakUp project
*Thanks to Speak Out Alberta for sharing their idea.
designed as a result of what they
Student Voice Success Criteria STUDENT VOICE
School boards and schools establish a process for consulting and
communicating the outcome of the consultation about decisions that
impact on them
– Including all students in the provision for student voice, not just those who are on
student council or most comfortable expressing their voice.
Visible teaching involves:
– Making learning the explicit goal
– Sharing challenging learning intentions and success criteria
– Seeking and giving feedback;
– Adapting teaching as a result of feedback from learners
– Planning interventions that deliberately encourage mastery of these intentions
Visible learning involves students:
– Being committed to and open to learning
– Being involved in setting challenging learning intentions and success criteria
– Seeking feedback from learning
Take Five STUDENT VOICE
Take a few moments to re-read the Student Voice Initiative and
Principals Want to Know handouts with your new
understanding of the Student Voice Initiative main components:
v SpeakUp Projects
v Regional Student Forums
v 9 Student Indicators
v SpeakUp in a Box
v Student Voice Success Criteria
Take a moment to jot down some emerging ideas in your Making
Hart’s Ladder - Read, Pair, SS/L-18ITEB 2011
Read Pair, share
•Read through Hart’s Share with a partner your
Ladder on levels of thoughts about how you
Student Engagement. could infuse one or more
of the Ministry’s Student
•Consider where you Voice initiatives to move
would place your school your school ‘up the
Types of Engagement STUDENT VOICE
8) Young people-initiated, shared decisions with adults
Projects or programs are initiated by young people and decision-making is shared between young
people and adults. These projects empower young people while at the same time enabling them to
access and learn from the life experience and expertise of adults.
7) Young people-initiated and directed
Young people initiate and direct a project or program. Adults are involved only in a supportive role.
6) Adult-initiated, shared decisions with young people
Projects or programs are initiated by adults but the decision-making is shared with the young people.
5) Consulted and informed
Young people give advice on projects or programs designed and run by adults. The young people are
informed about how their input will be used and the outcomes of the decisions made by adults.
4) Assigned but informed
Young people are assigned a specific role and informed about how and why
they are being involved.
Young people appear to be given a voice, but in fact have little or no choice
about what they do or how they participate.
Young people are used to help or "bolster" a cause in a relatively indirect way,
although adults do not pretend that the cause is inspired by young people.
Adults use young people to support causes and pretend that the causes are
inspired by young people.
Adapted from Hart, R. (1992)
qExploring SpeakUp in a Box
qMaking Connections Organizer
qSuggested further reading
qStudent Voice Module - Conclusion
Unpacking SpeakUp in a Box STUDENT VOICE
As a whole group, discuss:
v Has anyone had the opportunity to use this
v If yes, how has it been used in your school?
v What connections can you make between this
resource and overall curriculum expectations
and/or four pillars of learning: Community
Culture and Caring, Pathways, Literacy and
Consolidation Task STUDENT VOICE
In table groups:
vExplore the Speakup in a Box
vDiscuss ideas for using it in schools
vIdentify a ‘first’ next step to share with
principals, students and school
communities in September
Making Connections-Take 5 STUDENT VOICE
Take 5 minutes to return to your Making
Fill in information, ideas, insights &
questions that you would like to take into
this afternoon’s meeting and/or back to
your schools in September.
Suggested Reading STUDENT VOICE
Students cannot Speak Up alone. How can
teachers and administrators enrich a shared
conversation with students in schools?
Please provide session feedback
using the online survey link provided by your