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Using student voice in Social Studies/Humanities to personalise learning
chapter
posted on 2023-05-24, 04:50 authored by Sellings, P, Waldrip, BG, Prain, V, Lovejoy, VPromoting student voice in school learning is now broadly advocated to enhance the quality and personalised nature of this learning (Beattie, 2012; Elias, 2010; Mitra & Gross, 2009). In this chapter we report on a program where Year 8 low SES students participated in peer formative assessment in a humanities inquiry-based project, where they chose both the type and context of learning activities, and were taught by three teachers in an open-plan setting. The students assessed their peers’ presentations and also self-assessed their work, with some co-regulated support through the use of teacher-provided rubrics. The teachers believed it was a valuable learning opportunity, in that students had a heightened sense of owning their learning and, as we will argue, had a personalised learning experience that developed their capacities as independent self-aware learners.
Funding
Australian Research Council
History
Publication title
Personalising Learning in Open-Plan SchoolsEditors
V Prain, P Cox, C Deed, D Edwards, C Farrelly, M Keeffe, V Lovejoy L Mow, P Sellings, B WaldripPagination
163-180ISBN
978-94-6300-191-5Department/School
Faculty of EducationPublisher
Sense PublishersPlace of publication
RotterdamExtent
13Rights statement
Copyright 2015 Sense PublishersRepository Status
- Restricted