Student Voice

[Audio] Hi, we are a group of Vice-Principals who participated in the Leaders in Education Programme in 2023. Our keen interest in Student Voice and Transition Year propelled us to embark on an international visit to Ireland from May 13 to May 26, 2023. In this deck of powerpoint slides, we will share our learning and insights gained on Student Voice..

[Audio] In this sharing, student voice is defined as the individual and collective perspective and actions of students within the context of learning and education. Why are we interested to learn more about Student Voice? In the educational landscape of Singapore, the term "Voice" reverberates throughout schools, yet its true essence remains somewhat enigmatic. Is "voice" simply confined to providing students a platform to speak, or does it encompass a deeper, more nuanced dimension? Within the context of Singapore, the concept of voice is frequently perceived as a means to an end – a focus group discussion to redesign the school canteen or a conduit for understanding student sentiments and well-being. Our recent exploration of student voice during our visit to Ireland has proven immensely enlightening, affording us fresh perspectives and a deeper comprehension of its multifaceted nature. In Ireland, student voice has dynamically influenced both classroom dynamics and non-academic spheres. However, according to Skerritt, Brown and Hara (2021), Ireland lacks a robust tradition or historical foundation in this area. This intriguing contrast between practice and history positions Irish schools as a compelling subject for our study, offering insights into the implementation and evolution of student voice in the context of Singaporean classrooms and schools – a realm similarly devoid of an established student voice tradition. During our presentation, we will be looking at student voice through the lens of the evidence-based Lundy Model of Participation. This model has been used to design educational policy, as well as impacted Teaching & Learning practices and the overall school experience in Ireland. We will also explore the adaptable facets of these acquired insights from our learning in Ireland and explore how they could be tailored for application within Singapore educational institutions. Our intention is to bridge the gap between theory and practice, facilitating the infusion of student voice into the vibrant educational tapestry of Singapore..

[Audio] Within this deck of PowerPoint slides, we present our insights and contemplations concerning Student Voice, woven the following six themes: Voice in Ireland: A closer look at the Irish context and its approach to fostering Student Voice. The Lundy Model of Participation: Exploring the research-based framework that empowers student engagement. Exemplars of Student Voice in Ireland: Showcasing real-world instances that illuminate the potency of Student Voice. Enablers: Uncovering the factors that nurture and amplify students' voices. Assessment: An examination of how Student Voice contributes to assessing the learning process. Suggestions for Singapore: Offering practical suggestions for integrating the essence of Student Voice into educational settings in Singapore..

[Audio] In Ireland, EPIC stands for Every Person is Connected. To understand the importance of Voice in Ireland, we'll first need to understand Ireland's history..

[Audio] First, Solidarity and Empathy - The Irish history is marked by many periods of strive and hardship, including the Great Famine where over a million perished and another million leave Ireland in the great diaspora. The collective understanding of suffering and support for one another fostered empathy and solidarity among the Irish and reinforced the importance of listening and considering the voices of all. Next, Responsibility and Resilience - Irish history, of communities facing adversity together, is marked by a resilient spirit, with many stories and narratives being passed through the generations. This called for collective responsibility from all members of the community and reinforces the notion that every person's voice holds significance. Third, Independence and Participation - During the famine many Irish felt that the British colonial rulers left the country to perish and suffer and did nothing much to help. Landowners were forced out and these adversities led the belief that the Irish can only depend on themselves and not others and that people are the most important resource. The fight for independence from the British rule required active participation of all people, grounded on democratic values, that encompassed the idea that everyone's voice counts. Fourth, Children's RIghts Advocacy - Development of children's rights in Ireland is intertwined with the country's history. The Children's Act in 1908 marked an early recognition of the state's responsibility for protecting children's rights. Ireland also went through a troubling period of the Industrial and Reformatory Schools that exposed children's vulnerabilities and this underscored the need for stronger recognition that the voices and rights of children should be heard and respected. In 1992, Ireland ratified the UNCRC (UN Convention on the RIghts of the Child) and the Children's Referendum 2012 saw an overwhelming support from the country. These collective experiences contribute to the Irish belief that every person, including children, is connected and every voice matters. Last but not least, Education and Empowerment - Due to her belief that they only have their people to count on, the Irish values education, with an emphasis on empowering children to be active citizens and a belief that their voices are valuable to society. One useful model that Irish schools use is the Lundy Model of Participation. Lundy Model encourages the use of voice, considers the space for student voice and participation, and provides an audience to empower student voice to have influence in decision making, helping to shape the communities they are part of..

[Audio] In many Irish schools, the Lundy Model of Participation (2007) is used as a frame to design learning experiences, activities and lessons that encourage student voice. It is also used to design policies on student voice. The model is used to assess whether children and young people are able to participate meaningfully in decision-making. It can also be used to identify areas where participation can be improved. There are a number of reasons why the Lundy Model of Participation is popularly used by Irish schools. First, it is based on the UN Convention on the Rights of the Child, which recognizes the right of children and young people to participate in decision-making that affects their lives. Second, the model is comprehensive and takes into account all aspects of participation, from the space to express a view to the influence of that view. Third, the model is flexible and can be used in a variety of settings, from schools to government agencies. The use of Lundy's model of participation has a number of benefits. It can help to ensure that children and young people are able to participate meaningfully in decision-making. It can also help to improve the quality of decision-making, as it ensures that the views of children and young people are taken into account. Finally, the use of the model can help to promote the rights of children and young people, as it recognizes their right to participate in decision-making. Here are some examples of how Lundy's model of participation has been used: The Irish Department of Children and Youth Affairs used the model to develop its National Strategy on Children and Young People's Participation in Decision-Making. The United Nations Children's Fund (UNICEF) used the model to develop its guidance on child participation. The Scottish Government used the model to assess the participation of children and young people in the development of its Children's Plan. These are just a few examples of how Lundy's model of participation has been used. The model is a valuable tool for ensuring that children and young people are able to participate meaningfully in decision-making..

[Audio] Lundy's model of participation is a framework for understanding and evaluating the participation of children and young people in decision-making. It is based on four key concepts: Space: Children and young people must have safe, inclusive opportunities to form and express their view. Voice: Children and young people must be facilitated to express their view. Audience: The view must be listened to. Influence: The view must be acted upon, as appropriate. The model is used to assess whether children and young people are able to participate meaningfully in decision-making. It can also be used to identify areas where participation can be improved. The first concept, space, refers to the physical and emotional environment in which children and young people participate. This environment must be safe, inclusive, and supportive. It must also be accessible to all children and young people, regardless of their background or abilities. The second concept, voice, refers to the way in which children and young people are able to express their views. This includes the language they use, the methods they use to communicate, and the support they receive. It is important that children and young people are able to express their views in a way that is meaningful to them. The third concept, audience, refers to the people who listen to the views of children and young people. This includes decision-makers, adults, and other children and young people. It is important that the views of children and young people are listened to with respect and understanding. The fourth concept, influence, refers to the impact that the views of children and young people have on decision-making. It is important that the views of children and young people are acted upon, as appropriate. This means that decision-makers must take the views of children and young people into account when making decisions..

[Audio] This section provides examples of student voice being exercised in Ireland..

[Audio] The Beacons Report on the Future of Primary School Curricula in Ireland was one example of how Student Voice influenced Educational Policy. 70 community partners, including parents, teachers and students were consulted, and significantly, 40 of them were actually primary school children. One example of how children's voice was valued was their call for less homework. While the audible reaction amongst adults was one of humour, this was documented in the official report. In fact, the report noted how some of the suggestions were actually constructive, for example how the nature of homework could be reviewed to become more similar to the practical applications of learning given to them during Covid. In the report, parents, teachers and students all agreed that there should be more conversations amongst them and that kids should be involved in policies which lead to what would happen in education..

[Audio] The key role of Student Council in Ireland is undergirded by Irish laws as follows: First, the National Children's Strategy states that children and young people will have a voice in matters that affect their lives and be provided with opportunities to participate in decision-making Next, the 1988 Section 27 of the Education Act states that students of post primary schools may establish a Student Council. Their school's board of management should encourage the establishment of a Student Council by facilitating and giving all reasonable assistance to students who wish to establish one..

[Audio] The student council in Irish schools serve to represent the voice of their peers. Students are selected by their classmates to serve on the student council and represent the diverse views that their peers have. They have regular meetings to discuss issues which affect students and the school community, and they will raise these issues for dialogue with the school staff and school leaders. For example, at Kingswood Community College, we learnt how the students in the student council could propose their ideas, for example, by changing the destination for their school trip, or even make modifications to the school uniform. The school staff and leaders would listen to the proposals and respond to the students. Through these dialogues, the student council is able to participate actively in decision making processes related to policies, rules and initiatives that impact students, and contribute to the overall well-being of the school community..

[Audio] Besides Student Council, we also saw how student voice was facilitated in lessons. One example of voice that we saw in a primary school setting is the use of 'OREO' protocol to guide and scaffold the activation of students' voice during lessons. Students are given a safe learning setting to share their opinion about an issue with their peers while the latter listens intently and respectfully to the opinion. This is further elaborated with the reasons and detailed explanation to substantiate the opinion shared. The conversation ends off with a reiteration of the opinion to emphasise on the opinion or perspective taken. Peers also provide feedback in the course of the conversation to seek clarification, agree or disagree with an opinion and/or provide another perspective. This is a practice that can be integrated into a curricular environment to encourage and activate students' voice to share perspectives, explain choices, seek clarification and even exercise a choice or express agency on a social or worthy cause..

[Audio] Voice was also used in Ireland to improve teaching and learning practices. At St. Aidan's Community School, we learnt about the SPOTLITE programme which allows students to observe teachers and lessons, engage in professional conversations with students and teachers, collect examples of highly effective practice and then feedback to staff groups. It is something that is very new in Ireland in terms of student voice and at the forefront of where schools are. From what we know, St Aidan's Community School is the first school to initiate the SPOTLITE programme. SPOTLITE enables students to conduct post-lesson conferences with the teacher to provide affirmative feedback underpinned by Positive Education, namely, Positive Emotions, Engagement, Meaning, Accomplishment. The students are given clear instructions on how they could provide feedback for their teachers, specifically in the following 6 categories: Relationship Teaching Methods Environment & Routine Assessment/Feedback Homework & Study What do the students value? The students would then present their observations to all teachers after post-lesson observations conference with Teacher. We spoke to some teachers about their learning from the experience of having students provide feedback to them. One teacher shared that she felt affirmed, and even said "Because of what you said today, I am going to change my teaching practice tomorrow." Other teachers learnt good teaching practices and wanted to participate in SPOTLITE after hearing the affirmative feedback given to their colleagues..

[Audio] Transition Year is implemented in many Irish schools after the students have completed their Junior Cycle. During this period, students pursue learning within and beyond their school to develop maturity and learn skills in the technical, affective and academic aspects. Students make choices to self-design the types of programmes and experiences they would like to engage in for the year. Through this 'self-design' process of their Transition Year Programme, students 'activate their voice' to exercise their choice based on their developmental needs, passion and interests. While participating in Transition Year Programme, students also 'activate their voice' as they interact and learn with their peers. In certain experiences, they may also express agency for certain causes to benefit the community. Readers may wish to refer to our write-up on "Confluence between Student Voice and Transition Year" to better understand how Student Voice is encouraged in the Transition Year Programme..

[Audio] From the Irish examples and using the Lundy Model, we have identified the following enablers for student voice..

[Audio] Students should be given a safe, inclusive opportunities to form and express their views and we can create these opportunities by looking into three key areas: Actively seek students' views Ensure that the space is a safe one for students to express their views Be inclusive and ensure that all children can participate in the space Educators can provide a safe and inclusive space for children to express their views by following the steps below: Set clear expectations and ground rules. This includes establishing a classroom culture where everyone feels respected and valued, regardless of their background or beliefs. It is also important to set clear rules about how students can express their views, such as respecting the opinions of others and avoiding personal attacks. Create a sense of belonging. This means making sure that all students feel like they belong in the classroom and that their voices are heard. This can be done by creating opportunities for students to share their cultures and experiences, and by providing a variety of learning materials that reflect the diversity of the classroom. Listen actively. This means paying attention to what students are saying, both verbally and nonverbally. It also means asking clarifying questions and reflecting back on what students have said to show that you have been listening. Respond respectfully. Even if you disagree with what a student is saying, it is important to respond respectfully. This means avoiding personal attacks and focusing on the content of the student's argument. Be open to feedback. Ask students for feedback on how you can create a more safe and inclusive space for them to express their views. This feedback can help you to identify areas where you can improve. By creating a safe and inclusive space for children to express their views, children will feel heard and respected, and it can help them to develop their critical thinking skills. Other ways to create a safe and inclusive space for children include: Use inclusive language and avoid making assumptions about students' backgrounds or beliefs. Provide opportunities for students to express their views in different ways, such as through writing, art, or role-playing. Be aware of your own biases and how they might affect your interactions with students. Be patient and understanding, as it may take time for some students to feel comfortable expressing their views. Creating a safe and inclusive space for children to express their views is an important part of education. By following these tips, educators can help to create a school where all students feel valued and respected..

[Audio] Articulation of a common language: In the schools that we visited in Ireland that have a strong Student Voice, every person in the school particularly the school leader exemplifies, elevates, and enables voice to happen to students. There is a confluence of voice amongst School Leaders and teachers and it starts with the School Leader clearly articulating what student voice entails. It goes beyond just tokenistic engagement of the students but involving them as stakeholders in the learning process. The common language entails embedding student voice in various school planning processes. Voice came out strongly in different aspects of schooling, including the student council, the group learning, advocating for the community, even engaging the more silent and vulnerable groups for their well-being. When student voice is consistently valued and integrated into the fabric of the school community, it becomes a natural part of the educative experience. Belief & Respect for Student Voice: SLs and teachers' belief for student voice will shape how they respond to student voice or treat it as a form of noise. In Focus Group discussions with students, we find that generally when teachers genuinely respect and value students' voice, they listen, acknowledge student inputs and make their ideas better, this encourages students to voice their thoughts without fear of dismissal. Validation of Student Voice: Students may have varying opinions and viewpoints. Even if teachers may disagree with the opinions and viewpoints raised by students, it is essential to validate students' contributions and acknowledge the effort they put into expressing themselves. Nevertheless, teachers should also invest time to rationalise to students why decisions raised by students can/cannot be taken up as this will improve the quality of voice and decisions made by students. Equipping students with dispositions and Skills: Students need to be equipped with the right dispositions and language to use their voice well. They need to have curiosity so that they ask good questions that values-adds to understanding the issues better. They need to learn to listen so that they understand others' points of view and builds on other's perspectives to make the ideas better and or to address others' concerns. As a baseline, they also need to learn to take turns to express their views and be guided by values and with clear rationale. All these need to be taught explicitly especially at the formative years so that they can progressively be able to engage in constructive discourse for their personal lives, work and societal contributions. Encouraging voice starts young: From young, students should be given opportunities to develop the dispositions and skills to use their voice. We found that in FGDs with students, many Primary 6 students have developed a filter to self-censor themselves and moving forward they probably need to unlearn some of these filters to be able to use their voices authentically. Voice has to be sustainable and that it continues to be heard over time. This means that it is important to build relationships with students, to provide them with opportunities to participate, and to listen to their views..

[Audio] Having a voice without an audience negates the original intent of Lundy's model. Schools need to develop a clear process for students' voice to be heard. Together with a psychologically safe space, the audience must be responsible in this endeavour to promote student voice and participation. The key concept in Audience is to ensure that student voice is being listened to actively and sensitively. In Ireland, one of the schools put in place Circle Time where students have the safe environment to share their views and concerns in the presence of 2 or more adults and their classmates. When the classmates and teachers responded to each voice either through affirming the point or providing suggestions, students feel that they are listened to. In student councils, the student representatives respond to their peers' voice and convey the point to an adult if the matter requires an adult to handle. This also sends a strong indicator that there is an audience for their voice, no matter how trivial it is. When the school is unable to take up students' suggestions, the audience will also explain the constraints and reasons for non-implementation or need to postpone the implementation timeline..

[Audio] Influence is a key enabler for student voice to happen and this takes place when children's views are taken seriously and acted upon, not carte blanche, but where appropriate. Voice has influence when it is taken seriously to shape policy, school experiences and day-to-day learning within the classroom. According to one Asst Principal, it may be troublesome but he perseveres as he does not want students to express their voices the wrong way when the grow up. He saw how protestors hurled molotiv cocktails at refugee centres to make their point and he feels this should not be the way. Voice can only have influence and impact if it is taken where appropriate. One anecdote shared with us was how a Principal rejected students' alternative proposal for a school trip simply because their parents had already signed the forms and paid up. The reality is that life must go own and plans have already been made. As the Dy CEO of NCCA Patrick Sullivan said "At some point, we need to stop listening and start leading!).

[Audio] Our discussion of the enablers for student voice can be summarised using our "Model of Student Voice for Learning". Our model takes reference from the 4-Box Theory of aligning assessment literacy to student learning outcomes (Tan, 2022) and Clarke and Hollingsworth's Interconnected Model of Professional Growth (2002). Please refer to Section B on our micro site to learn more about the "Model of Student Voice for Learning"..

[Audio] We will now look into how we can infuse Student Voice in Assessment..

[Audio] First, we will explain two models of Student Voice. Some schools use the models of Ladder of Children Participation and or the Continuum of Voice (on slides 21 and 22) as a means to gauge which level of student voice their programmes are situated in and take active steps to move their student voice level to a higher rung. Readers who wish to reference other models of student voice may wish to refer to Roger Hart's Ladder of Children Participation (https://organizingengagement.org/models/ladder-of-childrens-participation/) and Bray & McClaskey's Continuum of Voice (https://kathleenmcclaskey.com/2017/11/22/continuum-of-voice/). Roger Hart's Ladder of Children's Participation is a model that describes eight ascending levels of decision-making agency, control, and power that can be given to children and youth by adults. The model was first published in 1992 in the book Children's Participation: From Tokenism to Citizenship. The eight rungs of the ladder are: Manipulation. Children are used as props or symbols to further the adult's agenda. Decoration. Children are used to add color or excitement to an event, but they have no real role in decision-making. Tokenism. Children are given token roles in decision-making, but they have no real power or influence. Assigned but Informed. Children are given information about a decision that has already been made, but they have no opportunity to contribute their own ideas. Consulted and Informed. Children are consulted about a decision, but the adults have the final say. Adult-Initiated, Shared Decisions with Children. Adults and children work together to make decisions, but the adults have the final say. Child-Initiated and Directed. Children take the lead in making decisions, but adults provide support and guidance. Child-Initiated, Shared Decisions with Adults. Children and adults work together as equals to make decisions. The ladder is not a linear model, and it is not always possible to reach the highest rung. However, it can be used as a tool to help adults think about how they can involve children in decision-making in a meaningful way. The ladder has been used in a variety of settings, including schools, community organizations, and government agencies. It has been praised for its simplicity and its ability to help adults understand the different levels of participation. However, some critics have argued that the ladder does not take into account the different needs and abilities of children..

[Audio] The Bray & McClaskey's Continuum of Voice is a model that describes six levels of student voice in the learning process. The model was developed by Barbara Bray and Kathleen McClaskey, and it was first published in 2016. The six levels of the Continuum of Voice are: Expression. Students are able to express their opinions and ideas, but they do not have a lot of control over the learning process. Choice. Students are able to make choices about their learning, but the overall learning goals are still set by the teacher. Co-creation. Students work with the teacher to create the learning goals and activities. Leadership. Students take the lead in planning and implementing the learning process. Expertise. Students share their knowledge and expertise with others. Agency. Students have the power to make decisions about their own learning and their own lives. The Continuum of Voice is a useful tool for thinking about how to give students more voice in the learning process. It can help teachers to identify the level of voice that their students currently have, and it can help them to plan ways to increase student voice. The Continuum of Voice is not a linear model, and it is not always possible to move from one level to the next. However, it can be used as a tool to help teachers think about how they can gradually increase student voice over time. Here are some examples of how the Continuum of Voice can be used in the classroom: At the Expression level, students might be asked to share their thoughts on a reading passage or to write a short essay about their favorite topic. At the Choice level, students might be given a choice of three different projects to work on. At the Co-creation level, students might work with the teacher to create a learning plan that meets their individual needs. At the Leadership level, students might lead a group discussion or present their findings to the class. At the Expertise level, students might share their knowledge with younger students or write a blog post about their area of expertise. At the Agency level, students might make decisions about their own learning goals or choose how they want to demonstrate their learning. The Continuum of Voice is a flexible model that can be adapted to different settings and different learners. It is a valuable tool for teachers who want to give their students more voice in the learning process..

[Audio] Matrix on Learner's Voice.pptx - Google Slides At White Sands Primary School, a noteworthy endeavor emerged during the CAP project when one of our syndicate members formulated a Learner Voice Matrix. This matrix weaved together elements from the Ladder of Children's Participation and the Continuum of Voice (slides 21 and 22) and what she has learn from Ireland. This creation serves a tri-fold purpose: (i) Establishing a Common Language for Learner Voice (LV): The matrix functions as a unifying foundation, providing a shared lexicon through which the concept of Learner Voice can be comprehended. It crystallizes the into the tangible, fostering a collective understanding among stakeholders. (ii) Guiding Students in Goal Setting and Progression: This matrix helps students to discern their current level of Learner Voice engagement and chart their trajectory towards higher echelons of involvement. It also equips them with the means to adapt their participation across diverse contexts. (iii) Empowering Teachers in Curriculum Design and Review: Beyond its student-centric role, the matrix extends its influence into the pedagogical realm. It metamorphoses into a guidepost that educators can consult as they craft and refine lessons..

[Audio] Finally, we will explore how our learning on Student Voice in Ireland could be applied in Singapore's context..

[Audio] The suggestions for Singapore are framed using Lundy Model of Participation as shown above..

Clarke and Hollingsworth (2002) Elaborating a Model of Teacher Professional Growth, Teaching and Teacher Education Fletcher, A. (2014). The Guide to Student Voice, 2nd Edition. Olympia, WA: CommonAction Publishing. pg 2. Hart, R. A. (1992). Children’s participation: From tokenism to citizenship. Florence, Italy: United Nations Children’s Fund International Child Development Centre. Lodge, A., and K. Lynch. 2000. “Power: A Central Educational Relationship.” Irish Educational Studies 19 (1): 46–67. doi:10.1080/0332331000190107. Lundy, L. (2007). ‘Voice’ is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal, 33(6), 927–942. https://doi.org/10.1080/01411920701657033.

McClaskey, K. (2017, December 12). Continuum of Voice: What it Means for the Learner. Make Learning Personal. https://kathleenmcclaskey.com/2017/11/22/continuum-of-voice/ Shevlin, M., and R. Rose. 2008. Pupils as Partners in Education Decision-making: Responding to the Legislation in England and Ireland. European Journal of Special Needs Education, 23 (4), 423–430. doi:10.1080/08856250802387430. Skerritt, C., Brown, M. & O’Hara, J. (2021) Student voice and classroom practice: how students are consulted in contexts without traditions of student voice, Pedagogy, Culture & Society, DOI: 10.1080/14681366.2021.1979086 Tan, K. H. K. (2022). The Four Boxes of Assessment Literacy Feedback. Assessment For All Learners. https://assessmentforall.blogspot.com/2022/07/the-four-boxes-of-assessmentfeedback.html.