Tonight I watched a twenty-minute Lilly Conference recorded session entitled “Using Action Research To Recapture Student Voices Lost During The COVID 19 Pandemic.” Paul D. Knowles is an Assistant Professor of Education Leadership at the University of Maine at Farmington. The objective of the session was to classroom research can allow student voices to help shape instructional practices. Knowles began by speaking about the impact of the pandemic on instruction and how action research can help gauge what is working and how to create more individualized learning experiences. They framed action research using the definition by Mills 2010. Examples of action research techniques mentioned by Knowles included: listening sessions, frequent check ins with individual students and groups of students, small group study circles discussing and thinking about readings, and students developing strategies and plans to solve scenarios related. to context knowledge, and roleplaying. Knowles in 2010 wrote an article about the Academic Audit system they created to solicit student voices. In middle schools and high schools, they have solicited student focus groups. Based on the information gathered in these focus groups, they then develop a survey that is shared with all students at that school. Some of the focus group interview questions shared were:
- Tell me about your classroom experiences at…
- What types of teaching and learning activities are the most helpful to you as a learner? Why are they helpful? Can you give me some specific examples?
- What types of teaching and learning activities are the least helpful to you? Why are they not helpful? Can you give me some specific examples?
Sample student survey questions were Likert scale such as “my teachers respect and care about me.” Sample student responses highlighted how students want teachers to get to know them and use teaching styles that are more accommodating. I thought it was really interesting and telling that there were examples of responses from older students or students working jobs. One factor listed that discourages learners was “not enough time to process.” Knowles mentioned that they have also captured ideas from parents to triangulate, plan, and revise instruction (and assessment!). Knowles ended by emphasizing that it is”crucial they consider harnessing the power of student voices to help guide this critical work.” Lots to ponder and learn from students, and the message I received was of the missed opportunities to ask for input.
