How do you include student voice and choice in your classroom?

When students engage directly with music through listening for meter fundamentals rather than looking first at time signatures, they develop the skills necessary to evaluate meter rather than being told what to hear about the role of the meter. My PhD project presents Ski-hill Graph Pedagogy of the meter fundamentals through a three-step approach to listening to music and applying meter to performance, composition, and musicianship.

Think also about how the learning will be relevant to their lives. How might they need to transfer this learning to another context down the track? This could shape how you craft the learning experience itself.

In my experience getting to know students with discussions, interest surveys, and speaking with their caregivers provides thorough insight to what they want to learn. It’s the cornerstone of the first 3 weeks of a new academic year.

As a CS teacher, whose primary teaching tool revolves around coding games, I always focus on the coding mechanics, allowing the students to focus on interests, cultural influences, and peer groups to drive the actual look of the game. As long as it doe not reach into areas that are inappropriate they are free to be themselves with the framework that not only demonstrates understanding but also application of learning. I focus on skills, my students decide the "look".

Incorporating student voice begins with understanding. Assess their needs, like archeologists unearthing hidden treasures. Explore interests, the compass guiding curriculum. Empower their agency, igniting flames of engagement. Listen intently, their voices like a symphony of wisdom. Embrace the mosaic of diversity, weaving threads of choice into the tapestry of learning.

Ski-hill Graph Pedagogy of the meter fundamentals has the capacity for the flexibility required for the equality of music globally. My Ph.D. project adapts Cohn’s meter mathematics for meter fundamentals pedagogy because it has the ability for meters to be understood from the experience of cycles multiplicative and additive meters. I developed a three-step approach to develop skills from the earliest lessons learned through a psychoacoustic, multidisciplinary, and multicultural approach for skills required for more advanced studies.

Some ways I get started is - By introducing that this is an interactive based class and the first step to overcoming shyness is to raise their hand in the class - I try different activities like "Color Me Now" in which each color resembles a question they have to answer; this gives class a good boost and students get to know each other - Making them understand that nobody here is a perfectionist; everyone is unique and you will be surprised to find out how many of your classmates shares similar interests just by talking to each other

One thing I have found helpful is understanding the value behind the inclusivity that is involved with students' voice and choice. Whatever the situation, when youth are allowed to have a platform to voice their concerns and a chance to make choices or decisions, they feel more vested. They also feel more a part of the process; this increases buy-in and trust between all parties/stakeholders involved.

Providing students with multiple ways of demonstrating learning, understanding and mastery of topics is key to leveling the playing field. Students can pick the style of assessment that allows them to shine and demonstrate what they know in a way that is most interesting, engaging, comfortable and even culturally relevant for them.

using an e-portfolio to enable our young people to regularly create posts And should be positive statements of a young person’s best achievements. It should support learners in developing their awareness and understanding of their learning and next steps in learning. it is hoped that this will promote their understanding of their skills development and helps each young person develop self-esteem and confidence, through recognising their own progress and achievements. When used it enables a new pedagogy that focuses on blended learning. It provides a platform for multi-channel learning, encourages collaboration and engagement with fellow students and can increase student engagement as they can physically see their achievements.

In my physical education classes the parameters of the class are established by me, but as far as what is done to accomplish the goals or objectives it is a collaborative effort. I find that the students are more likely to succeed if they have some input into what they are doing.

Involving students creates an interactive environment. As they take steps in the processes of learning they get the confidence to share and ask questions. They grasp the concepts more because they relate to the learning process unlike when they are passive participants sitting in class lest8ning to a lecture. They can participate in activitied like having discussions in small groups and then presenting their finds, carrying out interviews and making presentations or writing short notes about a concept in their own words.

This is a great way for students to “buy in” to the learning process. Having a “say” in HOW they’ll learn leads to more of an investment in their own learning. The key here however is to focus on the word “co”; there needs to be a balance within the collaboration between the teacher and his/her students.

Student voices resonate when learning goals are co-created. Forge a partnership, like architects shaping dreams. Involve them in goal-setting, a shared voyage. Co-design criteria, the compass to excellence. Empower ownership, for they become captains of their learning ship. Collaboration fuels motivation, and success tastes sweeter when it's a shared victory. In co-creation, student voice and choice flourish, transforming the classroom into a tapestry of collective empowerment.

I agree that you need to set the stage, but letting the students collaborate and take part is vital to them being motivated to accomplish their goals.

I love facilitating “Random Dialogues” in spaces for individuals to engage in meaningful ways without an agenda. Magical things occur when we allow for kids (and adults) to come together and work things out for themselves without parents, teachers and others helicoptering over.

Student voices thrive through dialogue and feedback. Create a space where thoughts flow, like rivers converging. Encourage open discourse, a tapestry woven with diverse threads. Listen, a compass guiding your teaching. Provide feedback as partners, not judges. Their input shapes learning's sculpture. In this exchange, mutual respect breeds empowerment. Through dialogue, student voice and choice flourish, painting a classroom where growth is a shared masterpiece.

When a safe and respectful space is created, and students are encouraged to engage in respectful dissent, they will use critical thinking. By engaging students in inquiry that reflects students lived experiences, and is relevant, students thrive and take risks.

Using a technique such as this can be very useful, but it must come with boundaries for the TYPE of feedback and should be monitored by a teacher. While positive feedback is always welcomed, any other feedback should be constructive, not critical. Ideally, the feedback in whatever form it comes in should be reviewed by an adult before shared with a particular student/group-students must feel safe.

Every time I plan a class I include in my schedule a workshop in which students can work in groups within the classroom and exchange ideas, usually at the end I finish the workshop with a plenary in which everyone can speak

From my practice, I consider students get to fully develop their skills when they can include both their interests and likes and knowledge from the classroom. In this regard, I have seen how students can iterate through their projects, including their perspectives that combine general and deep knowledge. This process increases their motivation to research and apply new and varied techniques into their work. Specially, project and problem based learning get to provide marvelous tools for them to learn, apply, relearn and reflect on how they perceive their own world.

It would also be worthwhile to explore potential challenges or obstacles that teachers might face when implementing student-led inquiry and action. Offering strategies or suggestions for overcoming these challenges would enhance educators seeking to empower students and promote student voice and choice through inquiry and action.

Student voices echo in inquiry and action. Empower curiosity, a spark that ignites learning. Support their questions, like fuel for discovery. Encourage research, independent as falcon wings. Guide them towards solutions, mentors on their path. Embrace their ideas, like treasures unearthed. Nurture action, from concept to reality. In this journey, student voice and choice find wings, soaring into horizons of empowerment.

Incorporating student voice and choice in the classroom enhances engagement and ownership. Encourage topic selection for projects, nurturing passion-driven learning. Involve students in decision-making for rules and activities, fostering a sense of responsibility. Utilize technology for asynchronous discussions, accommodating diverse communication styles. This approach nurtures intrinsic motivation, critical thinking, and lifelong skills, creating a student-centered, empowering learning environment.

I love to let students choose how they do an assignment. We discuss what I am looking for (what standards I am assessing) and give students options for how they can show me. Some students prefer to answer by writing others create a cartoon. I have had many students that are still struggling with writing so they create a video for me to view. It doesn’t take long to view a video and see if the student understands the concept. This can be used even in math by having them explain their thinking. This keeps things more interesting for me to grade as well. I love to have students share their experiences. As I get to know my students I try to find something they can help teach me and the class if they feel comfortable.

Kids and teens can sniff out insincerity from a mile away. Create authentic reflections of them in your library/classroom. Purchase books that students are asking for if they fit your purchasing guidelines. Actively promote them. “Jamie, here’s that book you asked for, The Hate U Give. I got two copies so you and a friend can read at the same time.” Create an art gallery in your space and hang up student creations - art projects, doodles, sketches, quotes, anything that inspires them. Students deserve to see themselves reflected in the learning space in authentic ways.

One thing I like to do is to make my classroom or any setting that I am in inclusive. This lays a good foundation for children to express their voice and choice.

When celebrating diversity and inclusion, it is important to think of how we do so and what impact it carries for us/our students. In language education, using students' home languages and other cultural tools can help affirm students' identities and value their meaning-making resources but the 'how' is critical for what impact this has on learning and classroom culture. For instance, are languages used for A) symbolic purposes (to show diversity, e.g. hanging language signs in the corridor), B) scaffolding purpose (to help students transition into academic English, e.g. by translation) or C) epistemological change (challenging the dominance of certain languages in education, e.g. via including multimodal texts/L1 in assessment)?

To include student voice and choice, encourage open discussions, offer diverse learning options, and let students choose topics and projects. Foster collaboration and flexibility while seeking feedback to create an engaging and inclusive classroom.

I always begin the semester by asking students to articulate what they think the subject matter is about or how they might practise the subject matter. For example, in my Business Forecasting course, I begin the first class by asking the students to forecast the AUD-USD exchange rate in one hour's time. I then give students 5-10 minutes to perform the task. After some pair-wise discussion, I invite some students to share their ideas with the class. Inavariably, students will state that they: . researched what the exchange rate was . looked up a time series chart to observe any pattern/s . extrapolated this pattern into the next hour They themselves have taught themselves the threshold concept and framework of Business Forecasting!

1. Trigger their thought process by first identifying & then bridging the gap between the actual and the required learning status, followed by giving suitable real life application. 2. Motivate the students especially through appreciation for their queries, self deductions and follow up discussions including analysis & applications of their deductions helps increase their participation. For example it is worth discussing CAGR after thorough completion of compound interest and asking them the expected returns on a one time capital investment of 100$ and systematic investment of 1$ over a period of 20 years. A list of top 10 companies or funds with highest CAGR could made as well.

अपने विद्यार्थी की विषय के प्रति रुचि और रूझान जानने से पूर्व सभी का संक्षिप्त परिचय जानने से अध्यापक और विद्यार्थी के मध्य सहजता और आत्मीयता विकसित होती है क्योंकि प्रत्येक छात्र अपने आप में अनूठा और विशेष होता है। यदि प्रारंभ में किसी छात्र द्वारा उदासीनता दर्शायी जाए तो सार्वजनिक रूप से छात्र की निंदा न कर पृथक से बात कर उसे कक्षा में सक्रिय और सकारात्मक सोच के लिए प्रेरित करना चाहिए। विषय प्रारंभ करने से पूर्व छात्रों को संबोधित करते हुए समाज देश के प्रति क्या दायित्व है जानना चाहिए और उनकी प्रतिभा को निखारने में सहयोग करना चाहिए क्योंकि विद्यार्थी गीली मिट्टी के समान होते हैं और अध्यापक को कुम्हार की तरह कुशल और रचनात्मक होना चाहिए।

I have also found that Open-ended questions are a great way to allow students to achieve their goals. I agree that their voice is important. I like to share with my students my 3-point method.