Category: AccessElement: Student ChoiceTitle:&nbsp; Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in LearningYear:&nbsp; 2015Author:&nbsp;Miriam Evans and Alyssa R. BoucherPrimary Author:&nbsp; Miriam Evans&nbsp; <a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.researchgate.net%2Fprofile%2FMiriam-Evans-2&amp;data=05%7C01%7C%7C8602adfb8c134a71e5ec08db2e400b30%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638154624824720676%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=9WUo49snFF9Fdz%2BW%2BB%2BuBs2sYwKYwoWiz6Lh5UeQ4vQ%3D&amp;reserved=0">https://www.researchgate.net/profile/Miriam-Evans-2</a>Criteria:&nbsp; An extensive literature review on studies regarding student voice, practical recommendations that can be implemented by educators at all levelsKey Takeaway:&nbsp;This comprehensive literature review showcases the transformative power of student voice in K-12 schools, directly linking it to heightened student motivation, well-being, and engaged learning. The review provides educators with a goldmine of practical recommendations - ranging from promoting student choice and input, building trust, fostering collaboration, and encouraging reflection and community engagement. Enhance academic performance by empowering students in their learning journey.Summation and Insights:&nbsp;This extensive literature review examined studies on student voice across K-12 schools.&nbsp; Student voice, or creating meaningful opportunities for students to make choices about their learning experiences, is significantly tied to student motivation, well-being, and engaged learning.&nbsp; When educators promote student voice, it can lead to improved academic performance.&nbsp; The authors make several practical recommendations for educators looking for actionable ways to implement student voice in the classroom and promote engaged learning:Providing students with choice: Offering students a variety of choices in their learning, such as allowing them to select the topics they want to explore, can promote a sense of autonomy and increase engagement. Teachers can also offer students different ways to demonstrate their learning, such as through presentations, written work, or creative projects.Encouraging student input in decision-making: Teachers should involve students in the decision-making processes related to their education, such as setting classroom rules, choosing materials and resources, and determining the structure of lessons. This helps students feel more invested in their learning and fosters a sense of ownership.Building a culture of trust: Creating a safe and supportive learning environment is crucial for encouraging student voice. Teachers should establish trust by being open to students' ideas and opinions, actively listening to their concerns, and demonstrating empathy and understanding.Providing opportunities for collaboration: Teachers can facilitate collaboration among students by incorporating group work, peer feedback, and cooperative learning strategies. This promotes a sense of shared responsibility and helps students develop essential communication and problem-solving skills.Encouraging reflection and self-assessment: Providing opportunities for students to reflect on their learning experiences and assess their own progress is an essential aspect of promoting student voice. Some ways to achieve this could be through journaling, self-evaluation forms, or one-on-one conferences with teachers.Offering support and scaffolding: While it's important to offer choices, it's also important to provide scaffolding and support to help students make the most of those choices. This might include providing clear guidelines and expectations, offering feedback and guidance, and helping students to reflect on their choices and their learning.Engaging with parents and the community: Involving parents and the community in the educational process can help support student voice initiatives. Teachers can communicate with parents about the importance of student voice and encourage them to be involved in their child's education.By implementing these recommendations, educators, teachers, and administrators can help cultivate a learning environment that values and supports student voice. This not only benefits students in terms of motivation and engagement but can increase student academic performance and promote students’ overall well-being.&nbsp; Additionally, fostering student voice can lead to a more positive classroom environment and stronger relationships between students and teachers.&nbsp;

Evans, M. & Boucher, A. (2015) Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning

Title:&nbsp;Measuring Student Success Skills: A Review of the Literature on Self-Directed Learning&nbsp;Year: 2020Author:&nbsp;Dr. W. Christopher Brandt,&nbsp;<a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.nciea.org%2Fblog%2Fauthor%2Fchris-brandt%2F&amp;data=05%7C01%7C%7Cc70183f82fd44805ae0008dadc8211dd%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638064748469081692%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=OZm%2Ba3a87ZbDUAFZBwD9x78Rw12MpayfBiJ%2Bkab7UWI%3D&amp;reserved=0">https://www.nciea.org/blog/author/chris-brandt/</a>Criteria:&nbsp;Extensive Review of the educational literature on Self-Directed LearningKey Takeaway:&nbsp;This comprehensive article dives into the intriguing realm of self-directed learning and proposes integrating assessment into performance appraisals rather than conventional grading. Tangible tools educators can use for self-directed learning initiatives include performance tasks, behavioral checklists, anecdotal records, and self-peer assessments.&nbsp; Self-directed learning fosters independent and responsible learners by emphasizing choice, providing feedback opportunities, and fostering collaborations between teachers, parents, and students.Summation and Insights:&nbsp;&nbsp;Self-directed learning is defined as a set of holistic practices where conditions of freedom and autonomy empower the learner to choose the what, why, how, and where of their learning.&nbsp; Common approaches to self-directed learning include project-based or inquiry-based learning, experiential learning, personalized learning, self-assessment, and online and distance learning models.&nbsp; Self-directed learning encompasses four major dimensions: self-regulation, motivation, personal responsibility, and autonomy.&nbsp; Each of these dimensions themselves have several components with defined characteristics and operational definitions, and self-directed learning is best understood as a multi-faceted process involving cognitive, interpersonal, and intrapersonal skills.&nbsp;Self-regulation is associated with characteristics such as personal willpower and self-discipline. Self-regulation includes cognitive processing functions such as metacognition (self-awareness that one is developing valuable skill sets and knowledge) and working memory, as well as the ability to self-evaluate and exhibit characteristics such as grit and resilience.&nbsp; Operationally, self-regulation is defined by behaviors such as diagnosing one’s learning needs, choosing resources and setting goals, managing one’s emotions and persisting in the face of challenges.&nbsp;&nbsp;Motivation, commonly affiliated with student desire and interest, is strongly correlated with the ability to develop a growth mindset.&nbsp; It is operationally defined by the ability to sustain one’s motivation and to recognize that intelligence and personality are not fixed, but rather attributes that can grow and change over time.&nbsp;&nbsp;Personal Responsibility takes into account developing responsibility through ownership and ethics, and is operationally understood as the ability to process that actions have consequences for one’s self and one’s environment.&nbsp; It is also correlated with acting in accordance with a strong set of personal principles or moral values.&nbsp;&nbsp;Autonomy, also expressed as agency and independence, is translated operationally into the ability to exercise choice, manage one’s learning process from start to finish, and to engage goals that are difficult but not impossible.&nbsp;&nbsp;Given that self-directed learning is defined by a complex set of dimensions and processes, it can be difficult to empirically assess.&nbsp; For example, it is not clear how competency in self-directed learning is developed nor are there expected levels of self-directed learning at certain markers in time.&nbsp; As such, this self-directed learning research review recommends that self-directed learning assessments be integrated&nbsp;into performance appraisals rather than grading.&nbsp; Tools that can help students with self-directed learning include: a) Performance tasks and portfolios of student work, in which students can be given choices about how they exhibit proficiency and that provide value feedback opportunities; b) Behavioral checklists for harder to observe dispositions that may include attributes such as staying on task, redirecting or finding alternatives when stuck, and setting goals; c) Anecdotal records, or brief, qualitative descriptions of student behaviors which can help teachers write personalized summaries for students and contribute to teacher/parent collaboration efforts in which self-directed learning moments are noted both at home and at school; d) Self- and Peer-assessments designed to be personal feedback and reflection tools.&nbsp; A variety of these exist, including interviews, journals and logs, daily or weekly prompts, and assessments such as goal-setting worksheets or graphic organizers.

Brandt, C. (2020) Measuring Student Success Skills: A Review of the Literature on Self-Directed Learning

Resource: &nbsp;&nbsp;<a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Feric.ed.gov%2F%3Fid%3DED624532&amp;data=05%7C01%7C%7Cd00601cd45bb47ddd86308db2da68bb1%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638153965558410868%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=c2LZ6BNL1NdGEmbYLfirEyXgNUuEBQzOBDt1LyN0vLU%3D&amp;reserved=0">https://eric.ed.gov/?id=ED624532</a>Title:&nbsp; Engage2learn K-5 Efficacy Study 2021-2022: An Exploration of NWEA MAP Growth, Reading and Math K-5.Year:&nbsp; 2022Author:&nbsp;Schechter, Rachel L.; Chase, PaulPrimary Author:&nbsp; Rachel L. Schechter:&nbsp;<a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdrrachelschechter.com%2F&amp;data=05%7C01%7C%7Cd00601cd45bb47ddd86308db2da68bb1%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638153965558410868%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=afMbBmtqFqsZ5OmxgijbH%2BdD9GyTOfxmQKUkGzHpaYI%3D&amp;reserved=0">https://drrachelschechter.com/</a>Criteria: &nbsp; Excellent and empirically validated results for K-5 reading and math scores and growth targets, application to teacher coaching/training and educational mentoring, actionable methods for retaining teachers and promoting a positive school culture that celebrates academic achievement&nbsp;Key Takeaway:&nbsp;Elevate your school's performance and teacher retention with Engage2Learn's innovative coaching program, lauded for its exceptional results in K-5 reading and math outcomes. Discover how their unique badge system cultivates a culture of recognition, enhances teacher's best practices, and boosts students' growth in learning, according to the Engage2Learn K-5 Efficacy Study 2021-2022. This approach, backed by educators who've seen daily successes, could be your blueprint for achieving educational excellence in an environment where learning and achievement are celebrated.Summation and Insights: &nbsp; In the midst of growing teacher shortages and turnover, how can schools create excellent academic outcomes for students and support their teachers?&nbsp; For one district the answer was to create a strategic partnership with Engage2Learn, an innovative strategic design and human capital organization.&nbsp; The Engage2Learn K-5 Efficacy Study 2021-2022 provides compelling evidence for the effectiveness of the developmental coaching program for improving student outcomes in reading and math among K-5 students.&nbsp; Engage2Learn coaching has the added benefit of aligning with research on teacher retention rates, which suggests that strong mentorship programs have the power to retain teachers and reinforce best instructional practices.&nbsp;&nbsp;This evidence-based research report, independently validated by Learning Experience Design Research (LXD Research), documents the results of Engage2Learn’s partnership with a medium-sized district in Texas (over 15,000+ students) for the 2021-2022 school year.&nbsp; Here, it is worth noting that Engage2Learn began its partnership with the district in 2019 and created such positive results in one semester that despite the Covid-19 pandemic and its subsequent disruptions, the school district decided to continue with the program and opted to expand its partnership. The partnership was expanded to include E2lL’s Coaches Academy, a “train the trainer” model that allowed the district to quickly scale and expand coaching to more teachers, as well as provide Executive Coaching for leadership across campuses.&nbsp;&nbsp;The Engage2Learn approach to coaching utilizes the benefits of both a virtual and in-person platform and focuses on standards alignment, teacher growth, and a combination of administrator, instructional support staff, and direct teacher coaching.&nbsp; Teachers earn badges which are publicly recognized in eSuite (e2L’s integrated professional learning delivery, management, and reporting platform).&nbsp; Badges are earned in a series of chosen best practices, which have the additional benefit of creating school pride and ownership.&nbsp; As the Associate Superintendent for Curriculum &amp; Instruction noted, ““We knew we needed to create a badge recognition system that was accessible, observable, and communicated clear goals. We knew we wanted it to be seen as a way of celebrating educator growth, so we decided to call it ‘Badge Celebrations.’”&nbsp; Badge celebrations are also made a point of pride and positive campus culture through school-wide promotion of posters and stickers; each badge that an educator earns is recognized and celebrated.Teachers were given the opportunity to earn badges on best instructional practices that were identified and customized by school principals.&nbsp; Badges represented Progress levels (Initiating Progress and Approaching Expectation) and Mastery Levels (Meeting Expectations and Exceeding Expectations).&nbsp; Badges were consistently earned by teachers throughout the partnership (including 2/3rds of teachers who earned Mastery badges) and had concrete and positive correlations with student outcomes.&nbsp;&nbsp;The Engage2Learn coaching program produced outstanding academic outcomes among K-5 students, as measured by the NWEA MAP RIT scores. The results showed remarkable gains in both math and reading, providing evidence of the program's effectiveness in improving student performance.In reading, students of teachers who earned 1-3 Mastery Badges achieved significantly higher growth in MAP RIT Scores, with an average gain of 10.71, compared to students of teachers who did not earn any Mastery Badges, who only saw an average gain of 9.65. Students of teachers who earned 1-3 Mastery Badges also had significantly higher growth in Math MAP RIT Scores (an average gain of 12.80) compared with students of teachers who earned No Mastery Badges (an average gain of 10.82).&nbsp; These gains suggest that the personalized coaching and support provided by Engage2Learn can make a significant impact on student learning outcomes.Results for&nbsp; students of teachers who earned 4+ Mastery Badges were&nbsp; even greater&nbsp; with an average gain of 12.56 in Reading. These results were also reflected in MAP&nbsp; scores where students of teachers who earned 4+ Mastery Badges showed greater growth in&nbsp; MAP Math&nbsp; RIT Scores (an average gain of 13.23) than teachers who earned No&nbsp; or 1-3 Mastery Badges This demonstrates that the program's coaching and support can have an even more significant impact on student outcomes when teachers receive comprehensive training and support.The study also found that students of teachers who earned 1-3 Mastery Badges were significantly more likely to meet reading growth targets, with a 46% success rate, compared to students of teachers who did not earn any Mastery Badges, who had a 38% success rate. Additionally, students of teachers who earned 4+ Mastery Badges were even more likely to meet reading growth targets, with a 60% success rate.&nbsp; The same pattern held true regarding math growth targets where only 33% of students taught by teachers with No Mastery Badges met their targets. Students taught by 1-3 Mastery Badge Teachers saw 50% reach their targets and the 4+ Badge teachers saw 60% of their students reach their targets. These are exciting numbers, given that even small changes in RIT scores can dramatically impact a student’s performance and trajectory.&nbsp;&nbsp;This study supports that empirically validated coaching programs and partnerships are an excellent option for school districts looking to boost student achievement. Such&nbsp;partnerships can also facilitate teacher retention and provide solutions to school districts that are looking to support and effectively train educators.&nbsp; The coaching program, and its utilization of progress and mastery badges, can also boost school pride and contribute to a positive campus culture.&nbsp; In the words of one elementary school principal who participated in the program, “The experience of coaching for me has been one of the most tangible things we’ve done throughout the year in terms of seeing the success on a daily basis.”&nbsp;

Shannon Buerk

Articles

Brandt, C. (2020) Measuring Student Success Skills: A Review of the Literature on Self-Directed Learning

Evans, M. & Boucher, A. (2015) Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning

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Element: Learning Opportunities and Outcomes