Cultural shift in Education (Student Voice – possibilities to realize learner-centred organization of learning.)

CPD Nr.: 
03
Developed by: 
Eszterházy Károly Hungarian University Institute for Educational Research and Development
Sources: 

Hargreaves, D. - Personalising learning – 2, Student voice and assessment for learning, 2004

Convention on the Rights of the Child Adopted and opened for signature, ratification and accession by General Assembly resolution 44/25 of 20 November 1989 entry into force 2 September 1990,

Flynn, P. Whose voice, who's listening? Student voices in research and practice; embedding a culture of listening in education discourse, Education Matters, 2015-2016, 2015, p49 - 54, Journal Article,

Quaglia, R.l. & Corso M.J., Student Voice the Instrument of Change, CORWIN 2014 California

Bron, J. BRIDGE Evaluation and Methodology Framework, manuscript, SLO, 2016

http://ofi.hu/tanulmanyi-standardok-fejlesztese

https://www.ncca.ie/en/junior-cycle/assessment-and-reporting/focus-on-learning

Einhorn, D. váltás, Pedagógiai kultúraváltás, de hogyan? A pedagógiai kultúraváltás lehetőségei szerk.Knausz, I.-Ugrai, J.

Purpose of the material: 

The aim of the workshop is to enable the participants

  • to interprete the concept of the culture shift in education how it works in the every day classroom practice e.g. to understand the methodology of personialised learning student engagement and working in partnership with students;
  •  to define learning purposes, outcomes and success criteria on the base of curricula.
Material: 

The main topics are the following:

  1. To discover what the participants have already know about the topic. Do decide the purposes, learning outcomes and success criteria. 
  2. Cultural shift in the theoretical basis of learning in the 21th century.
  3. Introducing the idea of Student Voice: different approaches, areas, levels and practices.
  4. Changes in practice: a framework of teacher-centred and student-centred approaches
  5. Student engagement, forms of student participation in the organisation of individual student pathways
  6. Reflexion
Process: 
  • Participants share their questions and expectations at the beginning of the workshop.
  • Concepts of learning and its methodology in the period of mass education and in the 21st century. Participants are expected to identify elements of the two paradigm, and to describe the most important differencies between them. (Tool Nr?)
  • Definitions, approaches and characteristics of Student Voice: participants make comparisions and formulate priorities in the different approches and levels.
  • Cultural shift in practice: different characteristics of practices related to the two paradigm. Participants make differencies between teacher-centred and student-centred approaches and identify the different elements of.
  • Ways of involvement and participation for students in enhancing Student Voice: planning Student Voice in schools, planning individual student pathways for students, using data, frameworks (Quaglia-Corso, 2014), and teaching and learning methodology.
  • Reflexion: participants reflect on this part of the workshop.
How you can use this material in your practice: 

This material is used in CPD programmes as introduction to the student voice approach.

It takes 120 minutes.  As an introduction to the theoretical background and the most important ideas in relation to implementation process to SV programme. This is an activity based workshop with several tasks and opportunities for individual and group work.

 

This material reflects only the author’s view; the Commission is not responsible for any use that may be made of the information it contains.