Roles and responsibilities of student and teacher continually shift to allow students to exercise voice and choice for their learning as appropriate.
The development of student ownership and self-efficacy is not automatic. It is a disposition that develops over time with the gradual shift from teacher driven and planned to student driven learning.
It is important for students to know how they learn best, what and why they are learning, and how to apply learning in different contexts.
Teachers seek opportunities for student voice to inform instructional strategies, modalities, applications or demonstrations of learning.
There is flexibility on the instructional delivery within the curricular framework. The teacher establishes necessary learning outcomes (skill, knowledge, conceptual) from within the curricular framework. The student exercises voice in establishing specific goals and developing the path as part of a plan or strategy to demonstrate mastery of defined knowledge, skills and conceptual understandings.
Learning is no longer something done and decided for the students but rather a process that they are involved in determining the means to the end.
Learner profiles, goal setting and Personal Learning Plans (PLP) are some tools that can be used to develop student voice.
This may look different at each level, department, and/or course.