Chapter 4 Resources
Use these activities to nurture your skills. Even better - gather with your team to embed these skills in your work and empower your students to become heroes that change their world.
Use our four survey questions from figure, 4.7 Falcon Feedback Friday Questions, or create your own, and gather a small focus group of students every Friday to ask them. Spend time listening, and then gather your leadership team to discern where those quick wins can be found. Determine the places where student voice can have an immediate impact, and then make sure it does!
Work as a team to complete the reflections outlined in this chapter, especially reflections 4.1, 4.3, 4.5, 4.6, and 4.7
Visit our website at www.chaselearning.org/herobuilding and take the Student Voice and Choice survey to see how your team is doing in promoting student voice and choice in your school.
Empower students to lead a faculty/staff meeting or student assembly program.
Hattie refers to an Australian study that concluded, “Rather than being a harmless fad, learning styles theory perpetuates the very stereotyping and harmful teaching practices that it is said to combat.” (Hattie & Yates, 2014 p.183). Don’t confuse a teachers’ plan to approach learning from a variety of styles (with experiences they choose) with a connection to a student’s unique interest and connection to personal prior knowledge. Varied approaches to learning based on readiness, and assessment options are both good ideas – but giving students as much autonomy as you can in the learning connected to your core goals is a stronger option. Look over your lessons, or district curriculum to see where student voice and choice can be leveraged for greater learning outcomes.
Hattie, J., & Yates, G., (2014). Visible learning and the science of how we learn. Routledge:London. Available at Corwin Press.