Developing partnership between students and teachers based on trust and mutual respect

Model Nr.: 
03
Developed by: 
Barbara Markelj, English teacher at the Upper Secondary Grammar and Vocational School (Gimnazija in srednja šola Kočevje) and NEI, Slovenia
Sources: 

Research project  of ZRSŠ (NEI)– Formative assessment (2018-2020)

Purpose of the material: 

The aim of this model is to show how students can be engaged actively in teaching and learning process according to the student voice principles by creating more open and trustful relationships between teacher and students. When given a voice, students feel their views are valued and are much more motivated to co-construct learning experiences and assessment. In that way, students are stimulated to think about their own learning and   take greater responsibility for their learning; consequently, they increasingly take ownership of their learning.

Material: 

The Unit Plan illustrates an example of the learning process constructed jointly by teacher and students – a path to the desired outcome – performing a role play in English (first foreign language, developing the language of profession), in the 3rd grade of upper secondary vocational scool (students aged 17), programme: shop assistant. The Unit In a Shop is planned for  6 lessons of 45 minutes.

The emphasis is on encouraging students to express their opinions openly and directly, taking their initiatives into account, listening to each other and integrating sudents' initiatives meaningfully into the pedagogical process.
Students are actively involved in the learning process, participate in creating success criteria, evaluate their achievements according to the agreed criteria and give feedback to the teacher and peers. Teacher creates learning opportunities for students to learn from each other, to give peer feedback, reflect on their learning and take steps to improve.

 

Process: 

CURRICULUM

DESIGNED&PLANNED TOGETHER WITH STUDENTS

Learning Objectives:

 

Text reception  (students recept  the message of the text  and get successfully involved in  the conversation)

- Text production (role play)

 

Learning Intentions:

 

What do I need to know to lead a successful dialogue with a foreign client / I learn to:

- name the items in my shop
- use  polite phrases for greetings and serving customers
- inform them about the opening hours
- describe a certain item
- provide proper directions/ guide the customer inside and outside the shop, e.g. around town  or in the surroundings;
- tell the price (numbers, currencies, payment methods) of a certain item

 

 

Success criteria:

 

I will be successful when I can:

- choose 20 items in the selected shop and name them
- use polite phrases successfully when communicating with the client
- inform the customer about the opening hours
- when describing the chosen article I can communicate  the measures and the size of the article.
- Send the customer to the requested item, or for example explain  the client how to find the ATM.
- In the role of the cashier, tell the customer the final price of the item and the possible payment method.

 

                                                                    Learning Activities, Methods:

 

QUESTIONS FOR MOTIVATION AND CHECKING PRIOR KNOWLEDGE:

What should a shop assistant  master to be able to communicate successfully with a foreign customer?
The students consult in pairs and prepare  answers to the question. In a group of 4, they compare their ideas and create a common mindmap.

 

CREATING SUCCESS CRITERIA:
Each group shares one idea with others  and a common mindmap  is being developed on the board.
The jointly created mindmap is compared to the mindmaps of the  last year's generation and completed  meaningfully.

The teacher includes students'ideas when  preparing work materials . They include a variety of tasks to achieve all the agreed success criteria for an effective communication with the customer.
 
After processing the learning material,  students write an example of a  dialogue: In a shop.

 

FEEDBACK
According to teacher's feedback, students improve their dialogue.

Students prepare a role play to present the written dialogue.

 

PEER EVALUATION AND SELF-EVALUATION

Students perform a role play in pairs.  Classmates give them feedback according to the set criteria.

In the same way, couples that played dialogues  self-evaluate their own performance.

 

SELF-REFLECTION

At the end of the lesson, the students receive a questionnaire with which the teacher obtains their opinion on the course of the learning process (methods of work, degree of difficulty,  teacher's support…). Sudents also give feedback on what they would improve /do differently/ leave out ... in the future.

 

                                      Student's Work/ Evidence of Learning Derived from Conversations or Observations during the Learning Process:

 

-  Mindmaps of individual groups and of  the whole class.

 

 

- Written dialogue: In a Shop.

 

- The performedrole plays are the most explicit evidence of learning.

 

- Feedback from self-evaluation (what do you think of your performance? What was good? What could be improved?).

 

- Peer feedback.

 

- Feedback to the teacher (questionnaires).

              

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Standards of knowledge / expected learning outcomes:

 Student:
- understands the main information of the messages (short conversation in a store).
- Follows simple instructions and notices from his/her partner.
- Responds by  creating  a simple text.
- Exchanges information and communicates own needs.

 

How you can use this material in your practice: 

Teachers plan their classroom practice according to the Student Voice principles in partnership with students, underpinned by democratic engagement and respect so that students can reach their full potential as learners and democratic citizens.

Unit Plan provides some ideas for pedagogical practices that support the active role of all students in their learning by building bridges between students and teachers. It can be useful to upper secondary teachers when planning a certain topic, striving to create a safe   and stimulating learning environment where the student voice matters.

 

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.