Co-constructed classroom Bachelors in Primary Teaching MI College ICT in Education

Outcomes By the end of this topic you should be able to: Understand the importance of harnessing student participation in teaching and learning process

Go to the following link and complete the course.  ‘The foundation of a personalised education system would be to encourage children, from an early age and across all backgrounds, to become more involved in making decisions about what they would like to learn and how.’  Choice: users as consumers within institutions, not just between them e.g. how you learn, what you learn, how you are assessed  Voice: users as citizens and co-designers of services  e.g. Students as Researchers  Professionals as advisers, advocates, solution assemblers, brokers

Evidence of effectiveness of co-constructed classroom  There is evidence of the potential of consultation to strengthen pupils’ commitment to learning  successful implementation depends very much on the culture of the classroom and school

Range of Student Voice Activities  Peer support  Buddying systems  Peer tutoring  Peer teaching  Circle time  Organisational change structures  School councils  Student governors  Students on appointment panels  School Improvement Plans e.g. draw-and-write  Healthy Schools  Engagement with T & L  Lead-learners  Classroom observation  AfL  Student co-researchers  student-led learning walks  ‘Students-as-researchers’  Dept development plans  Evaluating work units  Classroom consultation

5 perspectives on education  Corrective: Unsettles the system to Correct it  Return to ‘proven’ methods + arrangements perceived to promote social mobility  Restorative: Unsettles the system to Retrieve it  Rejection of the market + return to holistic emphasis  Reaffirm: Champions the system to Embed it  Adjustments to existing system in the light of feedback  Renewal: Unsettles the system to Renew it  Different slant on existing assumptions, often inspired by new developments in business  Radical: Challenges the system to Transcend it  Exposes + challenges deep assumptions. Offers alternatives, often rooted in radical traditions

Student Involvement Typology ClassroomUnit / TeamSchool Pupils / Students as Data Source Individual performance data Samples of pupil / student work Pupil / student attitude surveys Pupils / Students as Active Respondents AfL lead learnersTeam agenda + pupil perceptions Appointment panels Pupils / Students as Co-Enquirers Developing independent learning Joint review of rewards system Pupils / Students as Knowledge Creators What Makes a Good Lesson? Is playground buddying system working? Low level bullying Pupils / Students + Adults as Co-authors Joint Enquiry Co-plan Maths Lesson Develop unit /department research lesson Staff + pupil / student Learning Walks

Student / pupil voice & Students  Develop capacity to reflect on learning  Greater control over how you learn + how to improve it  Respected, listened to + taken seriously  Positive sense of self  Views make a difference to how things are done in school + classroom  change agentry  New capacity to take on roles + responsibilities  Sense of belonging - more positive membership of class + school  See teachers differently

Student / pupil voice & Teachers  Being positively surprised by students   More open perception of young people’s capabilities and attitudes  Experiencing + enjoying a different way of working with students  renewed sense of excitement in teaching  Positive agenda for improvement  insights that help their professional development  Seeing positive changes as a result of student voice engagement