21st Century Learning and Teaching
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Student Voice Comes With Teachers as Listeners | LEARNing To LEARN

Student Voice Comes With Teachers as Listeners | LEARNing To LEARN | 21st Century Learning and Teaching | Scoop.it
From usergeneratededucation.wordpress.com - November 19, 2015 7:52 PM

This piece was actually sparked by an interview of Lady Gaga by Soledad O' Brien at the Born This Way Emotion Revolution Summit where Gaga stated, "It's time to stop telling learners what to do and 

start listening for we can do for them.”


One of those accepted practices, sadly, in most educational settings is that the teacher is the authority to be respected and listened to without question. Listening to students is not a practice that is often taught in teacher education programs.


There is a current movement, in some circles, to promote and honor student voice.  But, and this is a huge but, if educators are serious about honoring student voice, they need to first learn how to listen, really listen to their students.

Students who are given a voice in setting goals gain ownership in what they’re learning. Teachers who listen to what students tell them they need to learn gain more than just a better understanding of the children they teach — they gain clarity on their roadmap to better teaching. And when conversations about teaching and learning are allowed to happen, teachers and students develop mutual trust and high expectations. (Want to Improve Teaching? Listen to Students)

Learn more:


https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/


https://gustmees.wordpress.com/2014/05/29/practice-put-students-in-the-drivers-seat-how-to/


https://gustmees.wordpress.com/2014/01/04/practice-better-ways-to-say-i-dont-know-in-the-classroom/


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=students+voice



Gust MEES's insight:

This piece was actually sparked by an interview of Lady Gaga by Soledad O' Brien at the Born This Way Emotion Revolution Summit where Gaga stated, "It's time to stop telling learners what to do and 

start listening for we can do for them.”


One of those accepted practices, sadly, in most educational settings is that the teacher is the authority to be respected and listened to without question. Listening to students is not a practice that is often taught in teacher education programs.


There is a current movement, in some circles, to promote and honor student voice.  But, and this is a huge but, if educators are serious about honoring student voice, they need to first learn how to listen, really listen to their students.

Students who are given a voice in setting goals gain ownership in what they’re learning. Teachers who listen to what students tell them they need to learn gain more than just a better understanding of the children they teach — they gain clarity on their roadmap to better teaching. And when conversations about teaching and learning are allowed to happen, teachers and students develop mutual trust and high expectations. (Want to Improve Teaching? Listen to Students)

Learn more:


https://gustmees.wordpress.com/2014/10/03/design-the-learning-of-your-learners-students-ideas/


https://gustmees.wordpress.com/2014/05/29/practice-put-students-in-the-drivers-seat-how-to/


https://gustmees.wordpress.com/2014/01/04/practice-better-ways-to-say-i-dont-know-in-the-classroom/


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=students+voice



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Mauro Marino Jiménez's curator insight, November 25, 2015 8:37 AM

Para docentes
Dixie Binford's curator insight, November 30, 2015 10:25 AM

As I visit classrooms, I see teachers working hard at lecturing and students passively receiving.  A few students may be actively taking notes of some kind but most are just listening, maybe.  In John Hattie's , Visible Learning (pp.43-44), one of the most effective predictors of student performance is the student's own reporting of his/her level of knowledge of the content.
Prometheus's curator insight, December 3, 2015 2:41 PM
Listening to students is important. The emphasis on this and it's repercussions for learning in the classroom are something that ties in with the Te Kotahitanga program that is in place across school in New Zealand. Getting to know students and developing relationships with them for me has always been key and listening to students is an essential part of this.
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Today's Education Should Be About Giving Learners Voice and Choice | Learning To Learn | Mature Learner

Today's Education Should Be About Giving Learners Voice and Choice | Learning To Learn | Mature Learner | 21st Century Learning and Teaching | Scoop.it
From usergeneratededucation.wordpress.com - August 11, 2015 1:17 PM
Some of the recurring themes of my conference presentations and blog posts include: Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning Education 3.0 We...


Learn more:


https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/


Gust MEES's insight:
Some of the recurring themes of my conference presentations and blog posts include: Schools are doing Education 1.0; talking about doing Education 2.0; when they should be planning Education 3.0 We...


Learn more:


https://gustmees.wordpress.com/2015/07/19/learning-path-for-professional-21st-century-learning-by-ict-practice/


more...
Tony Guzman's curator insight, August 12, 2015 10:56 AM

This article shares regards to learner choice and voice and their importance in effective student learning today.
Michael Karam's curator insight, August 12, 2015 11:00 AM

Reading this article about giving learners voice and choice, and especially the quote from John Dewey, reminded me of former Georgetown School of Foreign Service Dean and legendary philosophy Professor Jesse Mann! And then I smiled! 
Monica S Mcfeeters's curator insight, December 16, 2015 3:17 AM

I fully support the idea that giving the learner voice and choice over what is learned is the strongest way to promote knowledge and understanding. This type of learning/educational interaction places the student in the driver’s seat of responsibility and places the instructor as just one more critical resource whom analyzes needs along with the student, designs an education plan that aligns and addresses individual strengths and weakness in the educational design, then facilitates that plan and assesses success.
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Teacher Agency: Educators Moving from a Fixed to a Growth Mindset

Teacher Agency: Educators Moving from a Fixed to a Growth Mindset | 21st Century Learning and Teaching | Scoop.it
From usergeneratededucation.wordpress.com - November 17, 2015 10:57 AM

It is a myth that we operate under a set of oppressive bureaucratic constraints. In reality, teachers have a great deal of autonomy in the work they chose to do in their classrooms. In most cases it is our culture that provides the constraints. For individual teachers, trying out new practices and pedagogy is risky business and both our culture, and our reliance on hierarchy, provide the ideal barriers for change not to occur. As Pogo pointed out long ago, “we have met the enemy and it is us.” http://www.cea-ace.ca/blog/brian-harrison/2013/09/5/stop-asking-permission-change

Educational psychology has focused on the concepts of learned helplessness and more currently growth-fixed mindsets as a way to explain how and why students give up in the classroom setting.  These ideas can also be applied to educators in this day of forced standardization, testing, scripted curriculum, and school initiatives.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset


https://gustmees.wordpress.com/2015/03/15/professional-development-why-educators-and-teachers-cant-catch-up-that-quickly-and-how-to-change-it/


https://gustmees.wordpress.com/2015/03/28/learning-to-learn-for-my-professional-development-i-did-it-my-way/


Gust MEES's insight:

It is a myth that we operate under a set of oppressive bureaucratic constraints. In reality, teachers have a great deal of autonomy in the work they chose to do in their classrooms. In most cases it is our culture that provides the constraints. For individual teachers, trying out new practices and pedagogy is risky business and both our culture, and our reliance on hierarchy, provide the ideal barriers for change not to occur. As Pogo pointed out long ago, “we have met the enemy and it is us.” http://www.cea-ace.ca/blog/brian-harrison/2013/09/5/stop-asking-permission-change

Educational psychology has focused on the concepts of learned helplessness and more currently growth-fixed mindsets as a way to explain how and why students give up in the classroom setting.  These ideas can also be applied to educators in this day of forced standardization, testing, scripted curriculum, and school initiatives.


Learn more:


http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset


https://gustmees.wordpress.com/2015/03/15/professional-development-why-educators-and-teachers-cant-catch-up-that-quickly-and-how-to-change-it/


https://gustmees.wordpress.com/2015/03/28/learning-to-learn-for-my-professional-development-i-did-it-my-way/



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Wynne Boliek's curator insight, November 23, 2015 1:41 PM

It is a myth that we operate under a set of oppressive bureaucratic constraints. In reality, teachers have a great deal of autonomy in the work they chose to do in their classrooms. In most cases it is our culture that provides the constraints. For individual teachers, trying out new practices and pedagogy is risky business and both our culture, and our reliance on hierarchy, provide the ideal barriers for change not to occur. As Pogo pointed out long ago, “we have met the enemy and it is us.” http://www.cea-ace.ca/blog/brian-harrison/2013/09/5/stop-asking-permission-change

Educational psychology has focused on the concepts of learned helplessness and more currently growth-fixed mindsets as a way to explain how and why students give up in the classroom setting.  These ideas can also be applied to educators in this day of forced standardization, testing, scripted curriculum, and school initiatives.

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Growth+Mindset

 

https://gustmees.wordpress.com/2015/03/15/professional-development-why-educators-and-teachers-cant-catch-up-that-quickly-and-how-to-change-it/

 

https://gustmees.wordpress.com/2015/03/28/learning-to-learn-for-my-professional-development-i-did-it-my-way/

 

 
Blanca Fondevila's curator insight, January 31, 2016 10:11 AM

A serious problem that must be solve..

 
María Dolores Díaz Noguera's curator insight, February 5, 2016 4:12 AM

Teacher Agency:  Educators Moving from a Fixed to a Growth Mindset | @scoopit via @knolinfos http://sco.lt/...
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How Do We Learn? How Should We Learn?

How Do We Learn? How Should We Learn? | 21st Century Learning and Teaching | Scoop.it
From usergeneratededucation.wordpress.com - March 8, 2015 3:53 PM

If I ask you or your students, "How do you learn," how many of you could clearly articulate this process? If you can, are the strategies you're using the best ones for learning? 


Apply New Learning Often and in Meaningful Contexts


The more you can apply what you’re learning to your every day, the more it’ll stick in your head. The reason is simple. When you’re learning by doing, you’re implementing everything that makes our memory work. When you’re able to connect what you’re learning with a real world task, that forms the bonds in your brain, and subsequently the skills you’re learning will stick around.


We learn best when we have context, and that applies to new skills as much as it does random facts in school. That’s why something like the transfer of learning is helpful when your learning a new skill. This means you’re applying your new skills in your day to day life in a context that matters. (http://lifehacker.com/the-science-behind-how-we-learn-new-skills-908488422)

Gust MEES's insight:

If I ask you or your students, "How do you learn," how many of you could clearly articulate this process? If you can, are the strategies you're using the best ones for learning? 


Apply New Learning Often and in Meaningful Contexts


The more you can apply what you’re learning to your every day, the more it’ll stick in your head. The reason is simple. When you’re learning by doing, you’re implementing everything that makes our memory work. When you’re able to connect what you’re learning with a real world task, that forms the bonds in your brain, and subsequently the skills you’re learning will stick around.


We learn best when we have context, and that applies to new skills as much as it does random facts in school. That’s why something like the transfer of learning is helpful when your learning a new skill. This means you’re applying your new skills in your day to day life in a context that matters. (http://lifehacker.com/the-science-behind-how-we-learn-new-skills-908488422)


more...
Nayeemuddin Mohammed's curator insight, March 9, 2015 4:47 AM

It is never too late to learn...
Terry Doherty's curator insight, March 9, 2015 9:27 AM

A great disucssion on on the connection between doing and learning (retention).

 

"When you’re learning by doing, you’re implementing everything that makes our memory work. When you’re able to connect what you’re learning with a real world task, that forms the bonds in your brain, and subsequently the skills you’re learning will stick around."
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