ISSN: 1913 8490 (Online). The Capacity Building ... Across Canada, projects have been funded at the secondary level to s
Capacity Building Series K 1 2 3 4 5 6 7 8 9 10 11 12 SECRETARIAT SPECIAL EDITION # 34
Student Voice
Transforming Relationships Exploring voice, not a quick fix ... “ … there is an apprehension about the almost breathless popularity of student voice, with its ‘fashionableness’ along with the fact that it has become so popular that in a climate of short-termism the interest may burn out before its transformative potential has been understood.” Jean Rudduck (quoted in Fielding 2007)
Internationally, there has been great interest in supporting student voice (Fielding, 2012). Across Canada, projects have been funded at the secondary level to support increasing opportunities for students to contribute authentically to school improvement. In Ontario, student voice initiatives have historically acknowledged and tried to foster the engagement of older students in learning. Student voice in the SPEAKUP initiative, for example, is “about connecting what’s happening in the classroom to real-life experiences outside school,” with a focus on supporting students to shape their “learning environment while building skills and abilities” and “preparing for active citizenship” (http://www.edu.gov.on.ca/eng/students/speakup/). Provincial collaborative inquiries are leading educators to become more keenly aware of student voice for younger children as well. They are discovering “how competent and capable of complex thinking” children are when when they are deeply involved in the process of learning (Ontario Early Years Framework, 2013). They are discovering that student investment in learning opens new possibilities for children of all ages, not only for learning, but also for engagement and well-being (Natural Curiosity, 2011; Toshalis, & Nakkula, 2012). Nonetheless, challenges abound. This monograph, drawing from international and classroom-based Ontario research, puts the spotlight on both the transformative potential of student voice for younger children and the challenges that educators are beginning to work through as they rethink roles and relationships in elementary education.
September 2013 ISSN: 1913 8482 (Print) ISSN: 1913 8490 (Online)
support every child reach every student
The Capacity Building Series is produced by the Student Achievement Division to support leadership and instructional effectiveness in Ontario schools. The series is posted at: www.edu.gov.on.ca/eng/literacynumeracy/inspire/. For information:
[email protected]
What are we learning about student voice? “I am something” ... “When we started writing this book, I could show the world that I am something, instead of just colouring, so that’s how it helped me – it made me so proud of myself that I am actually capable of doing something – and here today, I am doing something, I can actually show the world that I’m not just a colouring person, I can show you that I am something.” English Language Learner School Effectiveness Framework, 2013 (Component 3)
“Student “Student voice” voice” is is aa metaphor metaphor for for student student engagement engagement and and participation participation in in issues issues that that matter to learning. Although practitioners agree that student voice is important, there matter to learning. Although practitioners agree that student voice is important, there is is less less agreement agreement on on developmentally developmentally appropriate appropriate ways ways for for children children to to participate participate deeply deeply and and meaningfully meaningfully in in their their education. education. What What might might student student participation participation look like, like, sound sound like like and and be, be, not not just just for for older older students students but but for for younger younger students students as as well? well? As As educators educators study study student student learning learning in in collaborative collaborative inquiries, inquiries, they they are are observing observing that that children children express express voice voice in in aa variety variety of of ways ways –– in in writing, writing, art art and and drama; drama; in in gesture, gesture, body body language language and and even even silence. silence. In In this this sense, sense, student student voice voice is is not not something something that that we grant to students, but rather something we tap into. By broadening the definition we grant to students, but rather something we tap into. By broadening the of of how how children children can can and and do do express express voice, voice, educators educators are are taking taking diverse diverse approaches approaches to “hearing” student voice. The following diagram illustrates some of the to “hearing” student voice. The following diagram illustrates some of the ways ways that that students students may may express express their voice. voice.
Broadening Our Understanding of How Children Express Voice Are we hearing all the children in the classroom express their thinking about their learning? Or as Rudduck asks, “... whose voices are heard in the acoustics of the school?”
in writing
role play art
speaking
self-regulation
conversations with peers sleep
over-erasing
at play
non-compliance silence
disorganization
drama
aggression
body language incomplete work gestures
conversations with parents at home
A Professional Inquiry into Broadening Conceptions of Voice How do we tap into students’ expressions of voice, including gestures, body language and silence? How do all forms of expression inform planning?
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Working through tensions Developing reciprocal relationships – with students, parents and colleagues – is critical for sharing ownership for learning. Many observe that as students are made partners in decisions about their learning, motivation and perseverance grow, resulting in new and more in-depth learning (Watkins, 2009). Yet promoting more autonomy for learners may not be easy to achieve. Fielding, for example, suggests that it “requires a transformation of what it means to be a student; what it means to be a teacher. In effect, it requires the intermingling and interdependence of both” (2004). Partnering with students to engage them in learning, in other words, calls for a pedagogical shift – what some describe as a shift from teaching to learning (Watkins, 2009).
“A rupture of the ordinary” ... “Transformation requires a rupture of the ordinary and this demands as much of teachers as it does of students.” (Fielding, 2004)
As educators begin to make this shift, some express a tension between teaching the curriculum and empowering students to become partners in learning. One educator in a provincial collaborative inquiry put it this way, “There are two systems at play – a learning culture versus a grading culture – educators feel bound by the curriculum and guidelines. We support a learning, inquiry-based culture but feel constrained by mandated curriculum and reporting requirements.” As educators create space for students to have more autonomy in their learning, they require an environment that is open to risk-taking and provides opportunities to continually reflect on and persevere through their own learning process – what Watkins (2012) calls “a supportive forum for experimentation” where educators can talk about the tensions that emerge from new roles and responsibilities. The following sections explore how educators across Ontario are taking action to navigate these tensions by: (1) connecting the whole school community, (2) fostering reciprocal relationships with students, (3) exploring a pedagogical mindset and (4) co-creating a responsive learning environment.
CONNECTING THE WHOLE SCHOOL COMMUNITY While there exists great anticipation in what is possible when we engage students in their own learning, the challenge remains in hearing the voices of all students. This goal is best achieved when educators work collaboratively on a whole school focus on student engagement. Principals play a key role in honouring student voice and developing a school culture that promotes it. An environment that supports student voice encompasses more than a classroom; it is all of the educators and caregivers that students interact with in the school setting. In the words of Rudduck and Flutter, “the principles and values of pupil voice and participation are threaded through the daily interactions and communications of school life and reflect a coherent and widely supported set of values and principles” (cited in Fielding, 2007). The focus on student engagement impacts how school administrators and system support staff work with classroom educators. It informs all of the work in the school “… since for students school is a holistic experience: it is about lessons, it is about what happens between lessons and it is about the regimes that define who and what matter to the school” (Fielding, 2007). Schools that have struggled with student engagement and achievement are finding that utilizing student voice as a whole school approach can shift the culture from a deficit focus to a growth mindset. In the schools that are exploring student inquiry as a way to enhance voice and engagement, educators are finding that their students are more focused and that student learning is exceeding their expectations (Natural Curiosity, 2011). Further, as students begin to feel more competent and confident,
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Discovering voice ” ... it was our decision as to whether we wanted to learn or not, it didn’t become something where, it’s like – take notes from the textbook – I don’t want to criticize the textbook, but sometimes that’s what can happen – and it takes away the critical thinking from the idea.”
student behaviour is also improving. This cycle of success has led to powerful transformations in classroom practice. In the words of Peacock, “Where this culture extends to the entire school, an exciting ‘can do’ atmosphere pervades leading to the sense that almost anything is possible or within reach” (2011).
A Professional Inquiry into Defining Values Make a social network map of the relationships in your school ... does each student have multiple connections to different caring adults who know and value them as human beings? What beliefs and values about student voice are widely shared by the members of your school community? What school-wide habits and practices routinely communicate these beliefs and values to your students? What actions can you take to strengthen communication about these beliefs and values?
“When you listen to the teacher and you like – oh - I understand what she’s going at, so then you can build on with the teacher and you can even have a discussion with the teacher and kind of do a back and forth.” Grade 7/8 students School Effectiveness Framework, 2013 (Component 4)
FOSTERING RECIPROCAL RELATIONSHIPS Educators are fostering reciprocal relationships with their students by including them in co-creating learning opportunities, co-designing the learning space and co-constructing assessment (including assessments of their own learning and the learning of their peers). They are confirming the view of many researchers in seeing the value of partnering with their students (Peacock, 2011), recognizing the importance of ownership in the learning both for themselves and their students. In these reciprocal relationships, educators are finding ways to include student voice throughout the day. As educators become more open to student voice, they are finding that they are learning about their own learning as well. They are adopting “a learning stance” that affirms “the image of children and teachers as capable, resourceful, powerful protagonists of their own experience” (Wien, 2008). They are opening up spaces and ways for students to demonstrate their ideas and share their thinking. As educators collaborate to analyze and discuss next steps in the learning process, they open up spaces to share ideas and express their own thinking as well. In building trusting and reciprocal relationships, traditional roles shift. As educators carefully listen and observe, they are providing responsive guidance rather than engaging in teaching without attending to listening. Educators are diligently working to find harmony in this way of working so that they can continually engage and motivate students. In these relationships, educator and student learning and efficacy are growing. In the words of an educator participating in a provincial collaborative inquiry, “A shift in the teacher-student relationship occurs when the teacher is listening, respecting the child’s voice. The child talks more and begins to share ideas more confidently. Finding the balance is critical, and requires ongoing reflection.” Educators are also seeing the value of peer interaction and providing opportunities for students to work together in various types of groupings so that they can explore common interests, share various perspectives and build on each other’s learning. Again, quoting from an Ontario educator, “[They] have learned to trust their students and trust that when children are given a degree of autonomy over their own learning they will work and learn, and that the children are capable of learning from each other (often more effectively than from the teacher). This transformative practice has seen all of these educators moving toward co-constructing learning with students and away from teaching students.”
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A Professional Inquiry into Fostering Reciprocity Test Test the the waters waters and and ask ask aa handful handful of of students students about about what what they they are are learning. learning. Ask Ask aa class class who who isis responsible responsible for for learning. learning. What What do do students students say? say? (Watkins, (Watkins, 2009) 2009)
Every child should feel he or she belongs ...
How How do do students students atat your your school school voice voice their their thinking thinking about about their their learning learning and and other other school school issues? issues? What What actions actions can can you you take take toto give give students students more more opportunities opportunities toto express express their their voice? voice?
“Every child child should should feel feel that that he he or or she she “Every belongs, isis aa valuable valuable contributor contributor to to his his or or belongs, her surroundings, surroundings, and and deserves deserves the the opportuopportuher nity to to succeed. succeed. When When we we recognize recognize children children nity as capable capable and and curious, curious, we we are are more more likely likely as to deliver deliver programs programs and and services services that that value value to and build build on on their their strengths strengths and and abilities.” abilities.” and
IfIf you you expand expand opportunities opportunities for for students students toto have have aa stronger stronger voice voice inin classroom classroom and and school school learning, learning, how how will will you you identify identify the the impact impact of of this this action action on on student student learning? learning?
explORing EXPLORING A peDAgOgiCAl PEDAGOGICAL minDSeT MINDSET Educators Educators are are embracing embracing “a “a pedagogical pedagogical mindset” mindset” to to address address the the tensions tensions that that are are inherent inherent when when embedding embedding student student voice voice within within the the curriculum. curriculum. They They are are finding finding that that three three apsects apsects of of aa pedagogical pedagogical mindset mindset are are particularly particularly helpful helpful in in dealing dealing with with these these tensions tensions and and supporting supporting both both student student and and educator educator learning. learning. Each Each is is explored explored briefly briefly below. below.
Ontario Early Early Years Years Framework Framework,, 2013) 2013) ((Ontario
1. 1. Developing Developing aa Pedagogy Pedagogy of of Listening Listening Educators Educators are are grasping grasping the the importance importance of of “developing “developing aa pedagogy pedagogy of of listening” listening” (Gandini, (Gandini, L., L., & & Kaminsky, Kaminsky, 2004; 2004; Rinaldi, Rinaldi, 2004), 2004), where where they they spend spend more more time time listening listening to to their their students students and and helping helping them them build build on on one one another’s another’s ideas. ideas. They They are are more more than than ever ever tuning tuning into into the the diverse diverse ways ways that that students students are are expressing expressing their their thinking. thinking. Listening Listening to to students, students, deeply deeply and and authentically, authentically, requires requires an an awareness awareness of of our our biases biases and and preconceptions preconceptions as as these these affect affect what what we we hear. hear. Educators Educators who who are are developing developing aa pedagogy pedagogy of of listening listening to to inform inform their their work work are are seeing seeing aa dramatic dramatic impact impact on on their their daily daily classroom classroom practice. practice. As As one one Ontario Ontario educator educator commented, commented, “We “We actively actively listen listen to to what what our our students students are are telling telling us us and and they they construct construct the the learning learning with with us. us. We We acknowledge acknowledge and and validate validate their their questions, questions, ideas, ideas, suppositions suppositions and and opinions opinions and and provide provide them them choice choice in in their their learning.” learning.” AA pedagogy pedagogy of of listening listening often often includes includes documenting documenting evidence evidence in in the the various various forms forms that that make make student student thinking thinking visible visible and and provide provide aa record record for for discussion, discussion, reflection reflection and and analysis. analysis. This This process process is is ongoing ongoing and and is is used used to to support support growth growth and and improvement improvement ((Capacity Capacity Building Building Series Series –– Pedagogical Pedagogical Documentation, Documentation, 2012). 2012).
“Educators need need to to understand understand what what they they “Educators can about about the the different different social, social, economic, economic, can and cultural cultural contexts contexts of of their their students students and and how how these these influence influence their their efforts. efforts. ItIt isis and beneficial to to view view these these differences differences not not as as beneficial impediments to to overcome, overcome, but but as as resources resources impediments that can can enhance enhance learning.” learning.” that (Toshalis && Nakkula, Nakkula, 2012) 2012) (Toshalis
Diverse Diverse Approaches Approaches to to “Hearing” “Hearing” Student Student Voice Voice silent observation documentation analysis
Actively Soliciting Student Voice
surveys
photo analysis
interviews Listening with Ears, Eyes and Open Minds
mailbox systems
video analysis anecdotal notes
speakers’ corner open door policies
listening and observing peer-to-peer interactions in the moment
Tapping into Student Voice: Discovering/Uncovering Voice
exit cards
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2. Developing Pedagogical Documentation
Developing inquiring minds ... “You don’t all give us the same projects and we all go off and do that project – we’re all doing the same project but different things in that project.”
“You can’t just jump out and say, ‘Oh, I’m going to be a writer’ and go to your desk – and you can’t write anything. You really have to think about your one idea, think how it’s gonna go, you have to plan it out.” Grade 3 Students School Effectiveness Framework, 2013 (Component 4)
Pedagogical documentation has provided educators with a vehicle for including student voice in their practice so that feedback can be individualized and precise. Utilizing a pedagogy of listening, educators are broadening their view of what type of evidence should be collected and how it can support learning. As one Ontario educator commented, “As the process developed, the educators moved toward more multimodal evidence. They started to take a greater interest in the nonverbal communication and exchanges between children instead of just looking at individual children.” Pedagogical documentation can encourage partnerships to support peer and and student self-assessments. As one team of Ontario educators discovered, “In response to the documentation, quiet students suddenly had more to show and share, providing more insight into their learning.” As educators document student learning, they are able to “see” and “hear” students in an authentic way and arrive at a fuller picture of their learning. Further, as they engage in documentation, they are realizing that their students often have more knowledge and skills than they thought. As one Ontario educator observed, “We engage in student-based planning, related to the curriculum, rather than curriculum-based planning alone (know your students). The triangulation of evidence, especially observations and conversations, play a critical role for planning with students in mind.” Evidence relating to the student experience in classrooms is the catalyst as well for changes in educators’ actions, practice and understanding. Student experience becomes the subject of professional learning – engaging teachers in observation, analysis and responsive interaction with students. Students feel their ideas are valued, helping them to build confidence and a “growth mindset” about their own learning over time (Dweck, 2006).
3. Developing a Pedagogy of Inquiry As educators use inquiry approaches to provide students with opportunities to work with their strengths and pursue ideas and interests they are passionate about, they are putting “learners in the driving seat” (Watkins, 2009). As they partner with students to negotiate learning and “to promote learner autonomy” (Watkins, Carnell, & Lodge, 2007), they are confirming what researchers have found for secondary students – namely, that when elementary students feel more ownership for their learning, they become more engaged and more likely to persevere to overcome challenges. Educators are looking at new ways of designing daily learning opportunities for students as well as developing long-range plans. As they look to their students’ interests, strengths and ideas for the co-creation of learning opportunities, they realize that for engagement and authentic learning to take place, they must be responsive to the students’ voices in these areas. Educators who utilize this approach have seen how effectively student inquiries can be embedded in the curriculum, particularly in integrated and “real world” ways. In the words of an Ontario educator, “We are learning that students have ideas that they want to pursue, and that they have capacity to work together to complete tasks and express themselves, so we are working in ways to give them voice, audiences for their activity and guidance in responsive ways.”
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A Professional Inquiry into Shifting the Pedagogical Mindset In the last week, name a moment when students were deeply engaged in their learning. Consider all the possibilities ... Analyze your school team’s response to a recent situation in which student voice was evident – what are the implications of this analysis? What belief and values about student voice are evident from this analysis? What are the discrepancies between this analysis and your beliefs about the importance/value of student voice? If you recognize discrepancies between what you believe about student voice and what you do, what listening and observing practices can you implement to reduce this discrepancy?
CO-CREATING A RESPONSIVE LEARNING ENVIRONMENT “We need to build our classrooms around the voices in the room.” “Upon reflection, we realized that student voice is much more than their recording on an app and describing their learning, it’s on the walls of our classroom, it’s in the co-construction of the physical layout and most evident in the inquiry work.”
When all students feel included ... “It is important that teachers create an environment that will foster a sense of community, where all students feel included and appreciated and where their perspectives are treated with respect. One way of accomplishing this is for teachers to select topics, resources, and examples that reflect the diversity in the classroom.” (Social Studies, Grades 1 to 6, revised 2013)
Educators, Provincial Collaborative Inquiries A caring, safe and healthy environment creates a space for students to express their voice in a way that supports their learning and well-being. In partnerships with students, educators are realizing the potential of the environment to be a “third teacher” – one that is “responsive to student interests, provide[s] opportunities for children to make their thinking visible and then foster[s] learning and engagement” (Fraser, & Gestwicki, 2012). When educators listen to student voice and use it to co-create the learning environment, students feel they are an integral part of a learning community, that they matter and that they have something of value to offer (Fielding, 2007). This empowers them to take responsibility for their own learning, and that of others, and to take risks and explore new ideas. According to Shanker, taking responsibility for learning and that of others “is the most authentic opportunity that students can have to develop self-regulation in the classroom” (2013). In an environment where educators listen, capture and are responsive to student voice, they have noticed that students believe they are capable and competent to learn. The diagram below illustrates what children may “Do,” “Feel” and “Be” when they are in a responsive learning environment.
What Students May “Do,” “Feel” and “Be” When in a Responsive Learning Environment
Do
• participate in issues that matter to them • shape and contribute to their learning environment • belong in meaningful partnerships
Feel • • • • • • • •
learner autonomy agency self-efficacy collective efficacy respect belonging motivated connected to their environment
Be
• in the driver seat of their own learning • self-regulator • curious • an active citizen • engaged
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envisioning Student Voice You may wish to use this graphic to describe and discuss the types of interactions you have with students and to envision the possibilities in terms of student partnerships!
Shared Leadership
Partnership
Students take a lead role in identifying issues to be pursued and the educator supports by naming the learning.
Participation Consultation
Educators look beyond student work to student engagement and invite student discussion and dialogue about learning.
Expression
Students are co-leaders of learning and accept mutual responsibility for planning, assessment of learning and responsive actions.
Student involvement in planning, decision making and implementation is key.
Educators use information about student progress and well-being to inform teaching decisions.
Informed by Ontario collaborative inquiry participants and by the work of Michael Fielding (2012), “Beyond Student Voice: Patterns of Partnership and the Demands of Deep Democracy”; Eric Toshalis & Michael J. Nakkula (2012), “Motivation, Engagement and Student Voice”; Roger Hart (1992). Children’s participation from tokenism to citizenship.
References and Related Reading Dweck, C. C. S. S. (2006). (2006). Mindset: Dweck, Mindset: The The new new psychology psychology of success. success. How How we we can of can learn learn to to fulfill fulfill our our potential potential.. New York: York: Random Random House. New House. Fielding, M. M. (2012). (2012). Beyond Fielding, Beyond student student voice: voice: Patterns Patterns of partnership partnership and and the the demands of demands of of deep deep democracy democracy [Más allá allá de de la la voz voz del [Más del alumnado: alumnado: patrones patrones de de colaboración yy las las exigencias exigencias de colaboración de la la democracia democracia profunda]. Revista Revista de de Educación profunda]. Educación,, 359, 359, 45–65. 45–65. Fielding, M. M. (2007). (2007). Jean Fielding, Jean Rudduck Rudduck (1937–2007). (1937–2007). “Carving aa new new order order of “Carving of experience”: experience”: A A preliminary preliminary appreciation of of the the work appreciation work of of Jean Jean Rudduck Rudduck in in the the field of of student student voice. voice. Education field Education Action Action Research Research,, 323–336 323–336 Fielding, M. M. (2004). (2004). Transformative Fielding, Transformative approaches approaches to student student voice: voice: Theoretical Theoretical underpinnings, to underpinnings, recalcitrant realities. realities. British recalcitrant British Educational Educational Research Research Journal,30(2), 295–311. 295–311. Journal,30(2), Fraser, S., S., & & Gestwicki, Gestwicki, C. Fraser, C. (2012). (2012). Authentic Authentic childchildhood: Experiencing Experiencing Reggio hood: Reggio Emilia Emilia in in the the classroom classroom.. Delmar & & Thomson Thomson Learning. Delmar Learning. Gandini, L., & Kaminsky, Kaminsky, J.J. A. Gandini, L., & A. (2004). (2004). Reflections Reflections on the the relationship relationship between on between documentation documentation and and assessment in the American context: AN assessment in the American context: AN INTERVIEW INTERVIEW WITH BRENDA BRENDA FYFE. FYFE. Innovations WITH Innovations in in Early Early Education: Education: The International International Reggio Reggio Exchange The Exchange,, 11(11), 11(11), 5–17. 5–17. Hart, R. R. (1992). (1992). Children’s Children’s participation Hart, participation from from tokenism to to citizenship. citizenship. Florence: tokenism Florence: UNICEF UNICEF Innocenti Innocenti Research Centre. Centre. www.freechild.org/ladder.htm www.freechild.org/ladder.htm Research
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Natural Natural Curiosity: Curiosity: Building Building children’s children’s understanding understanding of of the the world world through through environmental environmental inquiry/A inquiry/A resource resource for for teachers teachers.. (2011). (2011). Toronto: Toronto: The The Laboratory Laboratory School School at at the the Dr. Dr. Eric Eric Jackman Jackman Institute Institute of of Child Child Study. Study. Peacock, Peacock, A. A. (2011). (2011). Beyond Beyond Assessment Assessment Levels: Levels: Reaching Reaching for for new new heights heights in in primary primary education. education. Education Education Review Review,, 23(2), 23(2), 14–22. 14–22. Rinaldi, Rinaldi, C. C. (2004). (2004). The The relationship relationship between between documentation documentation and and assessment. assessment. The The Quarterly Quarterly Periodical Periodical of of the the North North American American Reggio Reggio Emilia Emilia Alliance Alliance,, 11(1). 11(1). Shanker, Shanker, S. S. (2013). (2013). Calm, Calm, alert, alert, and and learning: learning: Classroom Classroom strategies strategies for for self-regulation self-regulation.. Toronto, Toronto, ON: ON: Pearson Pearson Canada. Canada. Toshalis, Toshalis, E., E., & & Nakkula, Nakkula, M. M. J.J. (2012). (2012). Motivation, Motivation, Engagement, Engagement, and and Student Student Voice. Voice. The The Education Education Digest Digest,, 29–35 29–35 Watkins, Watkins, C. C. (2009) (2009) Learners Learners in in the the driving driving seat. seat. Leading Leading Learning Learning Pedagogy Pedagogy,, 1(2), 1(2), 28–31. 28–31. www.teachingtimes.com. www.teachingtimes.com. Watkins, Watkins, C., C., Carnell, Carnell, E., E., && Lodge, Lodge, C. C. (2007). (2007). Effective Effective learning learning in in classrooms classrooms.. Thousand Thousand Oaks, Oaks, CA: CA: Sage Sage Publications. Publications. Wien, Wien, C. C. (2008). (2008). Emergent Emergent curriculum curriculum in in the the primary primary classroom classroom.. New New York: York: Teachers Teachers College College Press. Press.
Ontario Ontario Ministry ministry of of Education educationResources Resources Curriculum Documents Curriculum Documents The The Ontario Ontario Curriculum: Curriculum: The TheArts Arts(revised) (revised)(2009) (2009) The The Ontario Ontario Curriculum: Curriculum: Social SocialStudies, Studies,Grades Grades11 to to 66 && History History and and Geography, Geography,Grades Grades77and and88 (revised) (revised) (2013) (2013) Ontario Ontario Early Early Years Years Framework Framework(2013) (2013) School School Effectiveness Effectiveness Framework Framework(2013) (2013) Capacity Capacity Building Building Series Series Getting Started Getting Started with with Student StudentInquiry Inquiry(2011) (2011) Student Student Identity Identity and and Engagement Engagement(2011) (2011) The The Third Third Teacher Teacher (2012) (2012) Pedagogical Pedagogical Documentation Documentation(2012) (2012) Provincial provincial Collaborative Collaborative Inquiry inquiry “Student Voice” “Student Voice” has hasquoted quotededucators educatorsparticipating participating in in the the following: following: • • Collaborative Collaborative Inquiry Inquiryin inLearning Learning––Mathematics Mathematics (CIL-M) (CIL-M) • • Early Early Primary Primary Collaborative CollaborativeInquiry Inquiry(EPCI) (EPCI) • • Literacy Literacy Leaders Leaders • • Student Student Work Work Study StudyTeacher Teacher(SWST) (SWST)
