Today’s world requires learners to have a greater say in their learning. Schools and teachers that ignore students’ voices run the risk of becoming obsolete and disconnected from learners, as there are greater opportunities for students to “hack their own education.” As an example, in November 2011, nearly 70 students walked out of their Harvard University economics class, saying that the teaching was conservative and biased. They wanted change, and they believed that their feedback had not been listened to. They were able to take matters into their own hands using social media to amplify their opinions and expectations.
There are some clear trends: client voice and wider community opinion matter more than ever before; personal, professional and organisational behaviour is amplified; and feedback cycles are accelerating. The world has changed, and the pace is accelerating.
We ignore these signals at our peril. They are “breadcrumbs” that connect to provide a pathway forward. These crumbs may look like they have been scattered randomly, but look for the patterns and new ideas may emerge. Consider the breadcrumbs of learner voices in your organisation. What do they say about learning in your context? Does your organisation reflect the learners’ needs? Can you see the breadcrumbs thrown by young learners in your organisation, their intangible feedback?
Learners of all ages value the chance to give feedback and to know that it is acted on; to feel that they are contributing; and that their views are treated fairly. In our schools and learning organisations of today, adults need to listen more and speak less.
In some schools:
Students are involved in on-off projects designed by teachers, rather than having opportunities to engage in ongoing authentic learning experiences and passions.
The traditional school council model is how voice is recognised; some voices are heard, but they are mostly the voices of the verbally intelligent or best behaved.
In other schools:
Students are involved in ongoing learning experiences that make a difference to the world (see DeforestACTION http://dfa.tigweb.org/ for one example).
Students are involved in designing their own programs; and voices are actively encouraged through a range of planned strategies to contribute (see http://www.soundout.org/ for ideas).
The Student Voice Grid (below) provides an opportunity to explore the breadcrumbs from learners in your organisation. The idea is not to see if you can fill in every box, but to consider what you do already and where these crumbs might be placed on the grid.
When you have completed the reflection, take time to think about, and converse, about your organisation’s underlying beliefs regarding learner voice. Is this reflected in the breadcrumbs mapped? If you were to take one next step, what would it be?
Consider these points:
• Learner voice is developed over time. It develops as adults let go of control, allow more choice, and grow learners’ capabilities intentionally and prepare them to take risks.
• The “entrust” level of learner voice is based on development on self- regulated capabilities. “Entrust” is appropriate when people have the skills and also the positive energies to work on a task alone. When this occurs, the school’s role is to support, delegate authority and be there to add value if needed. It may be given to individuals or groups.
• Learner voice is appropriate at all age levels.
Learner voice may vary for each context and culture. Step back to consider what will work in your organisation, and how this connects to the vision for learners to thrive in the future. Even if there are few school-wide opportunities available for learners to have voice, you can scatter the breadcrumbs in your own circle of influence. Begin by allowing young learners to be involved in decision making, so they develop a sense of ownership in their learning. When students are connected with their learning environment and have a sense of belonging, they are more likely to be engaged and take responsibility for their learning.
Learning organisations that don’t allow students’ voices to be heard will quickly become irrelevant. Each breadcrumb counts. You could begin by initiating a conversation with a young learner whose voice has yet to be heard. Connect!
