Seeking Student Input

Educator designs learning experiences that allow for student voice and choice.
Made by Jacobs Institute for Innovation in Learning at USD
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About this Micro-credential

Key Method

Educator builds in daily opportunities to seek student input.

Method Components

Suggested strategies for building a safe learning environment

(See Resources section for specific strategies.)

Value student skills, interests and abilities and channel them in academically important ways.

  • Learn about students’ interests, strengths, and areas for growth.
  • Create personalized experiences that address students’ needs and interests.

Bridge the academics with students’ culture as a vehicle for learning.

  • Learn about students’ culture and personalize the learning to students’ background knowledge.
  • Develop experiences that acknowledge and allow for connections to students’ culture and traditions.

Learning experiences should be student centered and promote student voice and choice.

  • Allow for discourse that promotes varied student perspectives.
  • Create opportunities for students to make decisions in their learning environment and academics.

Take time to listen and individually help students scaffold and understand content.

Research & Resources

Supporting Research

  • Ladson-Billings, Gloria. "But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy." Theory into Practice 34.3 (1995): 159–165.
    http://equity.spps.org/uploads/but_that_s_just_ladson-billings_pdf.pdf

    Culturally relevant pedagogy rests on three criteria or propositions: (1) students must experience academic success; (2) students must develop and/or maintain cultural competence; and (3) students must develop a critical consciousness through which they challenge the status quo of the social order. Students should be provided with a space to utilize their culture as a vehicle for learning and critically engage with the world and others.

Data suggested that teacher influence on students can be categorized into five main themes: 1) building relationships; 2) a teacher's passion for their work; (3) mentoring students through modeling; (4) having high expectations of students; and (5) the ways teachers go "above and beyond" in their work. Research findings suggest the importance of growing and nurturing teacher-student relationships.

  • Mensah, Emmanuel. "Middle Level Students' Goal Orientations and Motivation." Journal of Education and Training Studies 3.2 (2015): 20–33, http://files.eric.ed.gov/fulltext/EJ1054934.pdf

    The study used a phenomenological lens to explore middle level classroom goal perceptions and classroom experiences that were pivotal in motivating students to achieve their learning goals. A thematic analysis of participants' perspectives showed that classroom lessons that are more engaging, teachers' positive disposition and personality, personal connection with learning experience, application of varied instructions, and supportive teacher relationships are key classroom experiences in driving middle level students to achieve their learning goals.

Resources

Submission Requirements

Submission Guidelines & Evaluation Criteria

To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 and an Exemplary score for Part 2.

Part 1. Overview questions

(300-word limit)

  • Please describe the student population that you were seeking input from during instruction. Include the following descriptors: grade level, demographics, number of students in each class, content area, schedule (block, periods, etc.).
  • Please describe all the systems and strategies you used to ensure you built in opportunities to seek student input.

Part 2. Work examples/artifacts

Please submit artifacts/evidence that were created while building opportunities for student input (such as links to writing, audio, images, video, or other products), including such items as

  • Annotated video highlighting interactions with students
  • Annotated photos highlighting interactions with students
  • Written or recorded reflections from students
  • Lesson plan design and end product
  • A communication log including notes from meetings with students

Part 3. Reflection

Provide a reflection on what you learned using the following questions as guidance (300-word limit):

  • How has student input improved classroom management, student achievement, or classroom culture? Moving forward, how might your practice change as a result of what you have learned?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
http://creativecommons.org/licenses/by-nc-nd/4.0/

Requirements

Download to access the requirements and scoring guide for this micro-credential.
Requirements for Seeking Student Input
How to prepare for and earn this micro-credential - in a downloadable PDF document

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