Student Voice Survey - English 9 / World - 1900

After a survey about how we could make our class better, students decided we should get up and move around more.....and that we did! It seems like such a simple request, but it really has made a difference. Since our classes are 80 minute sessions and we were giving them that time to work with their groups to complete their projects, they felt confined to their tables even though they have the freedom to move around and go to the restroom when needed.
We wanted to make sure they knew we heard their voices and we sat down to think about how we could incorporate movement into our innovative lessons. We did this by creating "When Death Do They Part" descriptive writing and classical historical figures PBL.

Here are the movement activities we incorporated:

1. We began with an activity where they had to follow directions and it forced them to move around the room and perform tasks.

2. We had them read obituaries using stations. They switched tables after 10 minutes of reading either obituaries from a newspaper, a print out of several celebrity obituaries, or the New York Times online obituary page.
3. Their final product was a tombstone that memorialized a person from classical history. They built these from cardboard boxes and they were able to take them outside for painting. (We love technology, but sometimes the kids really like to be creative - yes, sometimes it is a mess and a headache, but it is worth it to have students be proud of their work.)

4. They will participate in a gallery walk for their peers on Monday which will also give them the ability to move.

Here are some examples of another survey from the first week....

We have learned that student voice is such a vital part of what we do here at NM. Our students are happy and are learning at the same time. The most important thing to know about student voice is that just giving a survey will not make an impact; it's what teachers do with the data from the surveys that make the difference.

Student Voice in Action by Christina Gouzd and Mary Anne Mullenax

During our world religions PBL, students were asked to address the essential questions:

• Why do religious conflicts exist?



• Are they avoidable?



• What is my role?

Unlike previous projects, students were very self-directed in choosing their teams as well as what type of project they would complete to answer the questions. During our debriefing session which centered around nine open-ended questions, students shared experiences outside of the classroom in tackling these challenges. Reactions ranged from needing more time to complete the project to being pleased with the option to choose their own groups. As usual, our students provided great insight into their views on what aspects of the project worked well and what aspects could be improved.

The students in the video clip are responding to the question: "What role did you take while working on this project?" Their responses led to a discussion about the reactions of others they interacted with during their projects. Many students interacted with adults outside of school by discussing aspects of religion with them.

As typically happens, our eyes were opened by their responses. We were especially surprised by one comment from a young lady in our first session. She felt that while we treat them as "adults" in our classroom, some adults still see them as kids and are hesitant to discuss mature topics with them.

Because we have given students voice throughout the year, many have come to expect that others want to hear their perspectives and want to be active in the learning process.

Student Voice Survey

My students responded to five open-ended survey questions today while enjoying the sunshine on the senior court. For the most part, students do feel free to express their opinions about what takes place in their classrooms, in their school, and in their extracurricular activities. The majority of the students claim that they learn more and enjoy class more if student voice is a welcome component.

As seniors they are pleased that student voice was instrumental in the plan to have graduation on the football field rather than in the gym. Some even noted that their senior projects are tangible evidence of valued voice. Athletes, band members, and club members believe their opinions matter more now that they have achieved senior status.

Although students want to have input, most of them expressed concerns related to this topic. For example, some perceive that their opinions are "condemned" if they do not match the teachers' philosophies. Some students feel as if teachers and administrators value the opinions of only a select few. For those whose siblings have already graduated, North Marion was a better place "back in the day" because student voice was more welcomed.

As they reflected on this survey, they decided that they want to leave evidence of the class of 2012 behind them in May. Are we headed toward a PBL?

Husky Staff PBL

Returning from our Dropout Prevention Technical Assistance meeting in Charleston, we sort of broke down. The engine made a grinding sound when the key was turned. We needed technical assistance; we needed collaboration. We had our very own PBL. Rusty started to call AAA, but first Joetta called Bill, who walked us through some trouble-shooting steps. First, we had to remove the build-up from the terminals. Joetta fished out her keys, Rusty found a windshield cleaner, and I discovered a shoehorn. Nothing worked. Some kind man checked to see if the connections were tight. They were. Dana went into the Go-Mart to see if she could find jumper cables. None. Andrea studied the engine very carefully but was unable to will it to work. By this time a small group of spectators had formed in the parking lot. Then, lo and behold, a little old lady (not too little and not too old) came to our aid. She offered her jumper cables and the help of the timid young man who was with her. In a matter of minutes we were back on I-79, debriefing about another memorable road trip.