Nearly 50 educators from across Oregon met at Vose Elementary School for a learning lab in partnership with Early School Success (ESS), an initiative through Children’s Institute that provides coaching and support to educators working with students from preschool through fifth grade.
The learning lab focused on how centering student voice, which means prioritizing students’ ideas and feelings, is a powerful tool to strengthen classrooms and help students feel like they are part of the school community.
Children’s Institute CEO Kali Thorne Ladd shared opening remarks, with inspiration from Italian educator Loris Malaguzzi. Malaguzzi founded the Reggio Emilia approach, a teaching method and philosophy that encourages educators to wonder and explore with children about what they experience, think, and feel.
“It’s our job [as educators] to listen to children—to watch them, to heed them, and to guide them,” said Thorne Ladd. “The idea isn’t that we are just telling them everything, but that they have something to give us.”
Talisa Timms, a continuous improvement specialist at Children’s Institute, facilitated the learning and emphasized that students are more likely to participate in school when they feel like their voice matters.
“If a student feels like their voice is being heard, they’re more likely to use it,” said Timms. “So that will increase student engagement and attendance.”
Talisa Timms, continuous improvement specialist, facilitated the learning lab.
Early School Success in Practice
As an exercise in practice, learning lab participants held empathy interviews with fifth graders, creating a space for students to share their thoughts on their school experiences. The interviews helped educators understand students’ perspectives on what makes them feel included and engaged at school.
A few key themes that emerged from empathy interviews with students included the importance of collaboration, connection, and belonging; relationships with peers and teachers; and having choice in their own learning experience.
Learning lab attendees worked in groups to identify themes from empathy interviews.
Themes were similar across groups and emphasized connection and collaboration.
Attendees also had the chance to observe ESS strategies in action, including Habits of Mind, a set of behaviors that guide students in approaching problems with curiosity and critical thinking. Another key strategy, Playful Inquiry, uses hands-on exploration to answer real-world questions.
“It has really helped us take our priority of having an equity lens to our work and combine that with research and best practices,” said Vose Elementary Principal Monique Singleton. “This approach helps us support students both where they are now and where we want to help them grow.”
Vose Elementary School Principal, Monique Singleton
Ultimately, ESS learning labs are designed to empower both teachers and students. By providing educators with tools and strategies, they can create more opportunities for student growth, engagement, and voice in the classroom.
Learn more about Early School Success:
- Webpage: Early School Success
- Story: Cornelius Elementary’s Early School Success
- Story: Learning Labs Showcase the Power of Early Learning