Daily Meaningful Student Involvement

Every day, every student all around the world should experience meaningful involvement. It doesn’t have to be special, unique, different or exceptional. It also doesn’t have to be a standardized experience.

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Meaningful Student Involvement is for every learner and every adult in every school, everywhere, all of the time!
Meaningful Student Involvement can happen through learning, teaching and leadership with every learner and every adult in every school, everywhere, all of the time!
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Here are 5 ways daily meaningful student involvement can happen.

  1. Morning meetings—Every morning, there are grade school teachers that host morning meetings with their classes. In the middle and high school levels, these could be adapted as mini-meetings, or even interpreted as advisory classes. Morning meetings can give students space to share their ideas and knowledge about classes and school, and can open dialogue to promote student-adult partnerships.
  2. Advisory—Research supports student advisory classes. These can be innovative, creative spaces where teachers can re-imagine traditional relationships between teachers and students, and among students themselves. Many schools have used advisory classes to build communication, solve problems, and establish a positive, supportive school climate.
  3. Student voice—For a long time, student voice was treated only as a way to listen to students in big school decision-making, and as the vehicle for making students read school newspapers. However, today we understand that student voice should be integrated throughout teaching, learning, curriculum and evaluation matters. When students see themselves and hear their voices in everything taught throughout schools, schools improve.
  4. Restorative justice—More than simply being a discipline procedure, restorative justice is a new approach to establishing, sustaining and re-inventing school culture. Students work as partners with adults in schools to communicate, solve problems and establish a nonviolent, nonhierarchal way of being. It requires a day-by-day commitment by everyone though, and is maintained through constant adherence and frequent renewal.
  5. Service learning—Infusing the positive, powerful potential of students throughout school improvement to foster successful learning and teaching can happen through the dynamic approach known as service learning. Think of project based learning focused on others’ well-being instead of our own, helping to lift up schools and make them better for everyone! Embedded in every curricular area are thousands of examples, with many dedicated to making schools better places.
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Meaningful student involvement shouldn’t be an exceptional experience for just a few students in particular schools reflecting certain circumstances; instead, it should be the daily reality for every learner in every school, everywhere, all of the time.

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Student Voice Revolution: The Meaningful Student Involvement Handbook by Adam Fletcher http://amzn.to/2xL3obn

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How to Facilitate Student Voice

SoundOut Skill Building Lesson Plans

Engagement is Not Black and White - Students at the SoundOut Summer Camp

 

It can be hard to facilitate student voice. At SoundOut, we define student voice as any expression of any student, anywhere, at any time about anything related to learning, schools and education. Trying to facilitate definition on purpose can challenge the most experienced teacher, wizened community facilitator, or determined student leader.

ALL student voice can be supremely useful. That includes students who dress in ties and business clothes and present at school board meetings, as well as those who text answers to tests under desks and fight in the hallway. But when things go bad, and they can, facilitating student voice can be counterproductive and actually work against the very things it was intended to do.

Over the last 15 years, I have facilitated student voice in a many settings with a variety of students for literally dozens of reasons. I have also trained and taught thousands of people how to do the same. Following are some tips, concerns, and considerations I have compiled for people who want to become EXCELLENT student voice facilitators.

I share this out of love and respect for everyone who has ever sat through a poorly led student voice event and wanted to do it differently. If you are really committed to being an excellent facilitator of student voice, read on. If you’re not, well, good luck, and don’t give up.

 

HINT 1: Before You Start

Before you start down the road of facilitating student voice, youth should think about these questions:

  • Who were the best teachers, facilitators, or adults who worked with students you ever experienced? The worst? What made them that way?
  • What is your goal for being an excellent facilitator- productivity, interaction, fun? Do you think you can facilitate all those at once?
  • What assumptions do you have about facilitation?
  • Why do you really want to learn more about excellent facilitation?

After thinking about all this you are ready to begin learning more about being an excellent facilitator- but not before then! Take a little while and really consider those questions, and then read on…

 

HINT 2: Be a Facilitator- Not a Teacher, Speaker, or Preacher.

There’s a difference between a teacher, a speaker, a preacher, and a facilitator. A facilitator’s job has three parts:

  • Lead the gathering or group
  • Guide towards goals
  • Lead by example

A excellent facilitator always starts by setting the tone of the student voice group. A facilitator is not expected to know it all, nor are they expected to drive everything. Insecure leaders do this. Secure leaders follow the maxim that, “A good leader makes the people believe they did it themselves.” You have knowledge and experience that you can and should share; however, you do not have to be the expert. Allow students to teach you. Also, remember that the mood of the facilitator will set the tone for the entire workshop, and that enthusiasm is contagious. Strive to be positive, be human, and have fun in every student voice group, no matter what its about.

Six Tips for Excellent Facilitation

  1. Set aside your needs in favor of the needs of the student voice group.
  2. Establish a friendly atmosphere and open sharing of ideas.
  3. Encouragestudents to take risks. When in doubt, check with the student voice group. It’s not your responsibility to know everything.
  4. Be aware of student engagement: Observe what is said, who is speaking, and what is really being said.
  5. Respect is the critical ingredient in effective student voice groups.
  6. Successful student voice groups should be uncomfortable sometimes. Address conflict and do not try to avoid it. Create an atmosphere of trust so that disagreements can be brought into the open.

 

HINT 3: Create Guidelines and Goals

Many well-meaning facilitators come from cynical perspectives that disallow us from acknowledging the norms that make successful student voice groups work. We can overcome this by having students create ground rules or guidelines before you begin. Brainstorm potential rules and write them down – but avoid too many rules. There are three essential guidelines:

  • Stay on task. Every student voice group should have a clearly stated purpose and agenda. This allows us to stay focused, considerate, and action-oriented.
  • Avoid rabbit holes. Alice fell into a world away from reality – Your group doesn’t have to be that way. Stay aware of off-topic banter, read your audience, and consider other ways to share ideas before getting too far away from the point.
  • Look for diamonds by working through the coal. There are rough things to go through in some student voice groups. Instead of avoiding them commit- as a group- to getting in and going through them.

Every student voice group should have some specific guidelines that all students agree on. Some goals can include:

  • Accomplish the specific task at hand, and when we’re done say we’re done.
  • Build a sense of teamwork and purpose.
  • Show that everyone has different strengths and abilities to offer the group and that no one is better than anyone else.

 

HINT 4: Think about Framing and Sequencing

Framing. Facilitators introduce the purpose, or frame, the student voice group they’re leading. Framing happens when a facilitator sets a simple prompt that lets students know there is a purpose to the group.

Sequencing. An important consideration is the order in which you present student voice groups, or sequencing. If a group has never learned together, it might be important to follow the sequences laid out beforehand. If they spend time together a lot, following the formal sequence isn’t always necessary. If a group is more comfortable with each other, try bursting the bubble by digging right into deeper group times. It is important to try to put “heavy” activities after less intensive ones, to build a sense of rest and preparedness.

 

HINT 5: Reflect, Reflect, Reflect

One way make student voice group events matter is to reflect before, during, and after the reflection. You can see reflection as a circle: You start with an explanation what you are going to learn and frame its purpose and goals to the group. As the activity progresses, the facilitator taking a more hands-on or less guiding approach as needed. Finally, group reflection helps students see how they met the goals of the workshop, and helps them envision the broader implications. Then the group has came full-circle.

Five Types of Reflection Questions

  • Open-Ended Questions – Prevents yes and no answers. “What was the purpose of the activity?” “What did you learn about yourself, our team, our program, our organization, or our community?”
  • Feeling Questions – Requires students to reflect on how they feel about what they did. “How did it feel when you started to pull it together?”
  • Judgment Questions – Asks students to make decisions about things. “What was the best part?” “Was it a good idea?”
  • Guiding Questions – Steers the participants toward the purpose of the activity and keep the discussion focused. “What got you all going in the right direction?”
  • Closing Questions – Helps participants draw conclusions and end the discussion. “What did you learn?” “What would you do differently?”

 

HINT 6: Make Meaning With Students

At their best, student voice group events can serve as bridges between students and promote learning through community building. They can reinforce the need for communication, co-learning, and collective action.

At their worst, group events can actually be tools of oppression and alienation and serve to support vertical practices that isolate people from each other everyday. As Paulo Freire wrote, “A real humanist can be identified more by his trust in the people, which engages him in their struggle, than by a thousand actions in their favor without that trust.” In this sense, excellent facilitation requires that we all become humanists who engage students with each other, followers with leaders, and teachers with students.

 

HINT 7: Create Safe Space

It is vital to create, foster, and support safe spaces where students can learn together. In a society that is openly hostile towards critical perspectives, participants in any activity need support when they make their voices heard. Establishing a safe space is powerful, positive, and hopeful, and hope is a requirement for excellent facilitation.

Seven Ways to Create Safe Space

  1. Acknowledge that everyone has preconceived ideas about others– or prejudices– that can damage others and ourselves.
  2. Ask students, “Who should be in this group but is not?”
  3. Focus and limit our conversations until trust increases (sometimes it is better to agree not to talk about specific issue/problem right away.
  4. As the facilitator, seek true dialogue and ask real questions.
  5. Encourage students to examine their personal assumptions by checking in with others rather than hiding or defending them.
  6. Speak from personal experience by using I statements and do not generalize about others.
  7. Be open to a change of heart as well as a change in thinking.

 

HINT 8: Seek Consensus

Whenever a student voice group is discussing a possible solution or coming to a decision on any matter, consensus is a tool excellent facilitators turn to. Following is a popular consensus-building technique.

Fist-To-Five Decision-Making

Start by restating a decision the student voice group may make and ask everyone to show their level of support. Each person should responds by showing a fist or a number of fingers that corresponds to their opinion.

  • Fist is a no vote – a way to block consensus. It says, “I need to talk more on the proposal and require changes for it to pass.”
  • 1 Finger says, “I still need to discuss certain issues and suggest changes that should be made.”
  • 2 Fingers says, “I am more comfortable with the proposal but would like to discuss some minor issues.”
  • 3 Fingers says, “I’m not in total agreement but feel comfortable to let this decision or a proposal pass without further discussion.”
  • 4 Fingers says, “I think it’s a good idea/decision and will work for it.”
  • 5 Fingers says, “It’s a great idea and I will be one of the leaders in implementing it.”

If anyone holds up fewer than three fingers, they should be given the opportunity to state their objections and the team should address their concerns. Continue the Fist-to-Five process until students achieve consensus, which is a minimum of three fingers or higher, or determine they must move on to the next issue.

 

HINT 9: Embrace the Journey

Learning is a process, not an outcome. Encourage students to view the student voice group process as a journey that has no particular destination. However, even experience cannot teach us what we do not seek to learn. John Dewey once wrote that we should seek, “Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim of living.” This is true of excellent facilitation.

Students should use student voice group action as a starting point for a lifelong journey that includes learning, reflection, examination, and re-envisioning democracy in our communities; facilitators help groups down that path, and encourage students to embrace the journey.

 

HINT 10: Embrace Challenges

Since excellent facilitation is a process, it is important to understand that there will be difficult times ahead. One of the keys to excellent facilitation is knowing that criticism will come – and that can be good. We cannot grow without criticism. In a society where criticism is often a one way street, we must be aware of the outcomes of our actions, embrace these challenges, and learn from them. Following are several strategies for fostering critical thinking with students.

Seven Ways to Grow Student Voice Groups

  1. Use think-pair-share. Have individual thinking time, discussion with a partner, and presentation back to the student voice group.
  2. Ask follow-ups. Why? Do you agree? Can you elaborate? Can you give an example?
  3. Withhold judgment. Respond to answers without evaluating them and ask random group members to respond to them.
  4. Summarize. Asking a student at random to summarize another’s point to encourage active listening.
  5. Think out loud. Have students unpack their thinking by describing how they arrived at an answer.
  6. Play devil’s advocate. Asking students to defend their reasoning against different points of view.
  7. Support students’ questions. Asking students to formulate their own questions and build off your questions.

 

Closing

These are the plainest steps I can write down right now for becoming an excellent facilitator. There is plenty of information about facilitation online, and some of it is good. This is meant for those who want to be Excellent. I hope you join us!

 

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Experiential Education and Meaningful Student Involvement

SoundOut's Adam Fletcher working with middle school students in San Raphael, California.

Since it is one of the things that can make student involvement meaningful, experiential education is a at the center of Meaningful Student Involvement. Experiential education is any learning that happens through direct experience, whether it has intentionally stated learning goals or whether learning remains nebulous, interpretive or unspoken. Students create knowledge, skills and values from active, hands-on activities both inside and outside classrooms.

 

Details

The key idea in experiential education is engaging student voice in action in order to foster learning. Both through teacher-facilitated activities and student-led action, students experience real situations with real outcomes. Meaningful Student Involvement encourages students and educators to see each other as learning partners, refusing to put either role in an inferior position. Instead of seeing learning as a passive, receptive activity, experiential education can encourage students and educators to see learning as interactive and limitless.

 

Roles for Students

When learning moves from focusing on rote memorization and desk time (time-on-task) towards interactivity, engagement and solving real-world problems, students have to begin seeing it in different ways. They quickly assume ownership of learning, teaching and leadership. Becoming immeshed in activities, they can learn to see education as a non-linear, lifelong activity they’re capable of initiating, building, sustaining and critically examining. Through Meaningful Student Involvement, they can become education researchers, school planners, classroom teachers, learning evaluators, systemic decision-makers, and education advocates.

These roles, and many others, allow students to see knowledge as an active, engaged process they can invest in. Active learning can also move students into the broader community outside the walls of schools. Students interact with the surrounding area, whether in the geographic features, natural spaces, built environment, social gatherings, political and government, or other activities and places. Interacting with adults in dynamic, new roles, they can actually transform adult perspectives of students and alter expectations for learning and the school in the larger community. Experiencing increasingly independent and self-directed learning, experiential learning can also lead to extensive use of technology, different and more collaborative relationships between students and adults, and several other features. (Schroeder, 2005)

Whether learning through life or lifelike situations, in experiential education opportunities, students can develop views of educators as facilitators or co-learners and views of themselves as owners and facilitators of their own learning. This is a key outcome of Meaningful Student Involvement.

 

Roles for Teachers

In order to effectively facilitate experiential education, the roles of teachers have to transform, too. Without the ability to predict direct outcomes from chosen learning activities, teachers have to become nimble facilitators and co-learners. Working alongside students, teachers reflect with students and respond to outcomes throughout learning activities. Instead of being mechanistic curriculum deliverers, teachers respond to students’ diverse engagement styles by adapting their approaches, activities and expectations.

In experiential education, educators also move from being traditional knowledge transmitters towards becoming learning coaches. Acting as student learning support specialists, experiential education can allow educators to see the entirety of students. This is one reason why its key to Meaningful Student Involvement.

Ultimately, teachers may need different supports in order to meet the demands of experiential education. Sizer (1984) suggested they include, “altered teaching loads, new student activities, diplomas based on achievement, and curriculum simplification”.

 

Experiential Education Activities

Depending on the situation, teachers using experiential education approaches can use a variety of activities, such as:

 

Types of Experiential Education

Experiential education can include many different learning approaches that can also make student involvement meaningful. They can include:

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Citations

 

StudentVoicesNUA™

StudentVoicesNUA™ is a program of the National Urban Alliance. It provides students with opportunities to co-create with teachers innovative curriculum-related projects using 21st century technology, to increase their involvement in professional development, to mediate literacy and learning strategies for parents, and to participate in leadership discussions and decision-making. An exciting part of StudentVoicesNUA™ is having students co-teach instructional units with their teachers.

StudentVoicesNUA™ have included student-produced publications, radio shows and videos; lessons plans co-created and presented by students; debating and public speaking; electronic field trips; student-led convocations; and podcasts.

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SoundOut Learning Toolbox

Engagement is Not Black and White - Students at the SoundOut Summer Camp

For more than a decade, SoundOut has been sharing some of the very best ways students say they learn in schools. There are specific ways students know they become engaged in class and through Meaningful Student Involvement. Following is a list of different approaches we include. Each is explored on its webpage, along with resources and more. Share your thoughts in the comments section below!

Learning Through Meaningful Student Involvement

 

SoundOut Teaching Tools

  • The SoundOut Student Voice Curriculum is a collection of twenty-seven session plans, a facilitator’s guide, a student handbook and an evaluation guide designed to teach high school students about how they can become partners in changing schools. Units include students as planners, teachers, evaluators, decision-makers and advocates for education.
  • The SoundOut Skill Building Lesson Plans features more than 20 workshop outlines designed to help learning groups explore different aspects of Meaningful Student Involvement and Student/Adult Partnerships. All exercises are hands-on, interactive, and focused on taking action. The workshops are designed for learners of all ages, including student-only and adult-only groups.

 

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