The Herts MEd in Teaching and Learning - University of Cambridge Keywords and Phrases Motivation & disaffection Self-advocacy Transferable skills Democracy Self-perception Students managing their own learning Agency Peer mentoring & peer education Learning beyond the classroom STUDENT VOICE Based on Research and Evidence from the MEd This research seeks to offer an explanation of the role and power of student voice as a means of empowering effective learning Summary of Findings yPupils become more responsible for their own learning when they are listened to. yPupils learn more effectively as they acquire a fuller understanding of why teachers’ choose particular strategies and methods. yAssessment is more informed when pupils’ views are taken into account. yPupils benefit from having a picture of themselves as learners. yPupils perceive that peer mentoring is generally more beneficial than pupil- teacher mentoring and improves personal skills. yInvolving older pupils as mentors has a positive effect on self-esteem. yPupils’ constructive response to being involved in the change process is influential within the school community. What can listening to student voice tell us about current practices in school?

The Herts MEd in Teaching and Learning - University of Cambridge Implications for practice Pertinent questions yWhat opportunities already exist for pupils to be involved in discussion about teaching and learning? yHow do pupils’ opinions influence teaching and learning? yAre any evaluation strategies in place to assess the effect on learning of pupil involvement in discussion? yAre the opportunities offered by effective peer mentoring being utilised in your school? yTo what extent are teachers engaged with pupils in promoting a dialogue and developing a shared language about learning? yWhat opportunities are there for pupils to contribute and shape the school’s ethos? yIs the school able and willing to dedicate time and resources to train teachers and pupil mentors? yHow can time be found, consistently to support mentoring? yThe process of identifying pupils for mentoring needs to be open and transparent to all. yThe context and purpose of student voice needs to be clearly explained. yIt is essential that pupils know that student voice will be listened to, respected and where appropriate acted upon. yA variety of forums and processes need to be available for pupils to influence school policy. yA room, suitable and available for one-to-one mentoring is a vital resource. yWithout an allocation of time for co-ordination and mentoring the initiative is likely to be unsuccessful.

The Herts MEd in Teaching and Learning - University of Cambridge Quotations yWhat pupils say about teaching, learning and schooling is the most important foundation for thinking about ways of improving schools. (Rudduck et al. 1996) yTo know and understand learning requires the studied long term insights and analysis of teachers and pupils reflecting together, using tools and finding the language to get inside the learning process. (MacBeath, 1999:4) yYou have to think of questions yourself rather than just reading out of a book. It just makes the difference. (Year 10 student) yTarget Mania – the viagra of economic and educational underperformance. (Fielding, 1999:5) Suggested reading yCooper, P. and McIntyre, D. (1996) Effective Teaching and Learning. Teachers’ and Students’ Perspectives, Buckingham: Open University Press. yFielding Michael, (1999), Target Setting, Policy Pathology and Student Perspectives: Learning to Labour in New Times, Cambridge Journal of Education, vol 29, No: 2, p yKeys,W., Harris, S., & Fernandes, C. (1995) Attitudes to School, Berkshire, NFER. yMacBeath, J. (1999) Schools Must Speak for Themselves. The Case for School Self-evaluation, London: RoutledgeFalmer. yRuddock, J., Chaplain, R. and Wallace, G. (1996) School Improvement: What can Pupils Tell Us? London: Fulton. yRuddock, J. and Flutter, J. (2000) Pupil Participation and Pupil Perspective:’carving a new order of experience’. Cambridge Journal of Education, 30 (1) pp yWood,Peter,(1986) Inside Schools: Ethnography in Education Research, London: Routledge & Kegan Paul

The Herts MEd in Teaching and Learning - University of Cambridge Researchers Contact group convenor, Richard Wallace for further information Attached LEA adviser, Amber Carroll