The Importance of Voice and Choice for Students
Student voice and choice is extremely beneficial to students of all ages. The benefits are both academic and social-emotional as critical thinking, communication, and confidence are all increased through options and self-reflection. Some of the key advantages are:
Increased Student Engagement
When students have voice and choice within their learning process, they are more likely to be interested and engrossed in the topic at hand. Choosing projects that are a personal interest factor fosters intrinsic motivation, making them more engaged in their work. Educational best practices show that when students feel that they have more autonomy in their learning process, they are more likely to be interested and invested in the material. Engagement in the topic at hand then leads to a sense of ownership of learning. This can be a subtopic of the unit that is student-chosen or a method of demonstrating knowledge. When students are given the choice in how to present their knowledge, they become the expert, which gives them a deeper connection and a willingness to put in more effort.
Development of Future-Focused Skills
Allowing students to make their own choices within their learning gives them autonomy to think critically about their educational options and analyze the outcomes of those decisions. Critical thinking and analysis also strengthens problem-solving and self-reflection abilities, which are skills that will prepare them for the future. Giving choice can also show students real-world situations in which to utilize the future-focused skills, mirroring the complexities of the workforce.
Improved Academic Performance
Research shows that active participation and ownership in learning often leads to increased academic performance. Students that have choice in topic, learning method, and assessment show deeper understanding as well as retention of knowledge. Aligning with Constructivist learning theories that active engagement of personally meaningful tasks resonates better with students, voice and choice leads to better understanding and knowledge retention, which results in improved academic performance.
Enhanced Self-Reflection and Confidence
By allowing students to self-reflect and self-correct within their chosen topic creates confidence in learning. Being comfortable with making mistakes and owning those mistakes by making changes and corrections leads to higher confidence. Feeling comfortable taking on challenges and persevering through difficulties boosts confidence in learning higher-level academics. When learning is more personalized and tailored to student interests, strengths, and needs, students are able to match their learning styles, which supports differentiation and diverse learning needs, while still covering tasks and unit topics. Voice and choice also helps develop self-efficacy. Students are able to experience success through their own decisions and actions. They are also able to see where mistakes have been made and by correcting them, they can change failures to successes on their own merit.
Collaboration, Communication, and Advocacy
Encouraging student voice and choice involves listening to and respecting the opinions of others. This fosters a culture of collaboration and effective communication. Students learn to express their thoughts, consider diverse perspectives, and advocate for their own needs. Becoming empowered to speak up for yourself and engage in respectful disagreement allows students to grow into the future-focused skills needed as they advance through their education. In classrooms where voice and choice are valued, students are able to participate in debates and discussions in whole and small groups. These discussions can lead to teamwork and group decision making, which creates a culture of communication and collaboration throughout multiple units during the academic year.
Research and Theoretical Frameworks
Self-Determination Theory (SDT): Developed by Deci and Ryan, Self-Determination Theory suggests that students are more motivated when their needs for autonomy, competence, and relatedness are met. In education, voice and choice directly addresses the need for autonomy, contributing to intrinsic motivation. This also contributes to increased academic performance, as when students are able to choose their topic or method of knowledge presentation they are more successful in their courses.
Constructivism: Constructivist learning theory, which emphasizes learning as an active process of constructing meaning, supports the idea that students should have a say in their learning. When students choose tasks that are meaningful to them, they are more likely to construct knowledge in a deep and lasting way. When voice and choice are utilized students are taking an active role in their learning, through topic choice or presentation.
How to Utilize Voice and Choice in the Classroom
Project-Based Learning (PBL)
In Project-Based Learning models, students are often given the choice to select their own topics, create driving questions, and determine how they will present their findings. For example, students might choose to create a video, write an essay, or design an experiment to showcase their understanding. Projects are oftentimes designed around real-world problems that interest students. This allows them to explore issues they are passionate about, making learning more relevant and engaging.
Choice Boards and Menus
Teachers can create “choice boards” or “learning menus” where students have the option to select different tasks or activities to demonstrate their understanding of a topic. For example, a student might choose between writing a report, creating a digital presentation, or developing a model. Choice Boards also address different learning styles by allowing students to pick tasks that align with their strengths or interests. Choice boards are often used in language arts, social studies, and STEM subjects.
Flexible Seating and Learning Environments
Schools offer flexible seating arrangements, such as standing desks, beanbags, or collaborative group settings, giving students the option to select the physical learning space that suits them best. Teachers can also create different zones in the classroom (e.g., quiet reading areas, group workspaces) where students can choose how and where they want to learn.
Student-Led Conferences and Assessments
Schools can use student-led conferences, where students present their own work, reflect on their progress, and set goals for improvement. This practice shifts the focus from teacher-led assessment to student ownership. Teachers can also use self-assessment and peer feedback as a way to give them voice in evaluating their progress. Peer feedback is also used to create a more collaborative learning environment where students help one another.
Genius Hour and Passion Projects
Many schools dedicate a portion of the week to “Genius Hour” or “Passion Projects,” where students have the freedom to pursue any topic of interest. This unstructured time allows students to explore personal passions, fostering creativity and innovation. These projects also incorporate independent research where students can use their Genius Hour to research, create, and present projects on topics they care about, from coding to community service projects, which enhances engagement and self-directed learning.
Electives and Enrichment Programs
Middle schools often provide a range of elective courses, allowing students to choose subjects based on their interests, such as art, music, technology, or drama. This gives students autonomy in shaping their educational experiences. Schools also encourage student voice through extracurricular activities like student government, debate clubs, and service organizations, where students can propose and lead initiatives.
Capstone Projects and Senior Seminars
Schools may offer capstone or culminating projects that allow students to showcase what they’ve learned throughout their education in a project of their choosing. These projects often include a research component, where students have voice in selecting their topics and how they present their findings. Capstone projects often involve real-world applications, where students can pursue their passions while contributing to society.
At Pardes, giving students choice throughout the school year, through Tikkun Olam service days, Panther Time, and Project-Based Learning approaches are only a few examples of how our students use their voice and choice in their learning. Our students in grades K-4 are able to choose a rotating interest club in order to advance their skills and engage in challenging projects to enhance their learning. Pardes students learn to work with both younger and older students in cross-curricular clubs and projects. Students work collaboratively in Tikkun Olam projects to create ways to repair our world, through computer programming, art projects, oral presentations, and question and answer sessions. Through multiple opportunities of Project Based Learning students go through step by step processes to address a learning topic. Students think critically, plan, analyze, assess, and self-reflect throughout the process in order to focus on the skills needed for their futures. Students in the eighth grade at Pardes also participate in a Capstone Project where they research, create, and present their projects to both adults and peers. Incorporating student voice and choice at Pardes enriches the academic experience while giving students creative freedom and preparing them for lifelong success.
