Continuum of Voice: What it Means for the Learner
Voice gives learners a chance to share their opinions about something they believe in. We adapted the Continuum of Voice chart we used from research from Toshalis and Nakkula at the Students at the Center in our post Learner Voice Demonstrates Commitment to Building Agency. We added examples that illustrate each level to support implementation using a design by Sylvia Duckworth.
Continuum of VoiceTM by Barbara Bray and Kathleen McClaskey is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. Graphic design by Sylvia Duckworth.
You can now purchase posters of the “Continuum of Voice” in my Zazzle Store!
The learning environment changes as you encourage voice where you can see learners taking more control of their learning. This occurs across the Stages of Personalized Learning Environments (PLE) v5.
Stage One: Teacher-Centered Environment
As the teacher introduces the lesson, they request learners to offer background information to determine prior knowledge or to give feedback on the lesson. You will see learners working individually to develop and update their Learner Profile (LP) based on the Universal Design for Learning (UDL) Lens of Access, Engage, and Express.
Learners will consult with the teacher to share how they learn best and have conversations about their strengths, interests, and challenges in their LP. This is where the learner develops a relationship with the teacher that grows as they learn. The learner shares learning goals in their Personal Learning Plan (PLP) with the teacher and these conversations validate them as a learner.
Stage Two: Learner-Centered Environment
Learners define their learning targets in the PLP with the teacher, how they plan to meet learning goals, and articulate how they will demonstrate mastery with evidence of learning. Learners take on more roles in decision making in the classroom and school, i.e. committees, clubs, student council, etc. Learner voice is encouraged because now they are more invested in how and what they learn. Each learner designs how they will meet their learning goals in their PLP and showcases evidence of mastery.
Learners contribute to the design of lessons and projects based on their interests and questions. You will see learners in multiple areas in the room working in pairs, small groups, one or two learners in a corner of the room, or a learner one-on-one with the teacher. Some learners are sharing information virtually. You may even notice a group where one learner is leading a brainstorming session with his or her peers on the interactive whiteboard. The noise level changes and the teacher is walking around the room checking in with different learners.
Stage Three: Learner-Driven Environment
Learners have identified a problem or challenge that they want to tackle. You may see learners in the hallways or other areas in or outside of the school with an excitement about information or resources they discovered that could solve the problem. Learners are using technology effectively to make connections and build their personal learning network (PLN). Learners are showcasing evidence of mastery using how they tackled the problem. They may even create a call to action in an exhibition, on a website or to their peers.
This is where learners take a leadership role and self-direct their learning around interests or what they want to do to make a difference. They take responsibility for the outcomes. The teacher takes on the role of advisor, providing feedback and any support needed in finding connections and resources to meet goals around what each learner believes is their purpose for learning.
Bray, B. and McClaskey, K. “Learner Voice and Choice Leads to Engagement.” Center for Digital Education. December 16, 2015.
McCarthy, J. Activating Student Voice Empowers Learning. Openingpaths. org.
Toshalis, E. and Nakkula, M.”Motivation, Engagement, and Student Voice” Students at the Center.