Professional learning · Coaches, Teachers, Leaders · 60 minutes
Student Voice Data Dive
Coaches and teachers design a short, privacy-safe student survey on devices, AI, and wellbeing, then read returned results with Notice-Wonder-Next and act on what students said.
Campuses make decisions about screens, AI, and phone rules every week, usually without asking the students who live with them. This session treats student voice as instructional data. Teams design a five-question anonymous survey and a short interview on when technology helps or hinders learning and wellbeing, check it against a privacy checklist, and then read a fictional set of returned results from a seventh-grade team using Notice-Wonder-Next. The protocol keeps the team describing before interpreting and reframing problems as design choices the team controls, and it ends with one change and a plan to tell students what their answers changed.
In this packet
- Handout A: Privacy-Safe Student Voice Checklist (checklist)
- Handout B: Returned Results, Mesquite Ridge Grade 7 (reading)
- Handout C: Notice-Wonder-Next Organizer (organizer)
TCEA ELE indicators
- C3.1 I know how to use data to inform instructional decisions.
- C3.2 I can help teachers interpret and act on assessment results.
- C5.2 I can facilitate productive discussions and problem-solving sessions.
- T4.3 I am aware of the importance of emotional support in academic success.
- AI4.1 I know how to promote critical thinking skills in relation to AI-generated information.
Full facilitator guide: mglearn.github.io/eles/activities/student-voice-data-dive.html
Handout A for Student Voice Data Dive
Privacy-Safe Student Voice Checklist
Check every survey and interview plan before it reaches students. Any "No" means revise first.
| Yes | Partly | No | |
|---|---|---|---|
| The survey does not collect names, email addresses, student IDs, or sign-ins. | |||
| No combination of answers (for example, class period plus a small group) could identify a student. | |||
| Every question is optional, and students are told they may skip any question. | |||
| Questions ask about school experiences the team can change, not about health, family, or home life. | |||
| No question asks students to report on classmates. | |||
| Students are told who will read the answers and what they will be used for. | |||
| The team knows the campus procedure if a response raises a safety concern, and will follow it. | |||
| Open responses will be retyped or cleaned so handwriting and details don't identify anyone before sharing. | |||
| Raw student responses will not be pasted into an AI tool. | |||
| Interview participants volunteer, can stop at any time, and are not recorded unless campus rules and families allow it. | |||
| The team has a plan to tell students what changed because of their answers. | |||
| The survey has five questions or fewer and takes students under five minutes. |
Notes
Handout B for Student Voice Data Dive
Returned Results, Mesquite Ridge Grade 7
Fictional results from an anonymous survey of three seventh-grade science sections at Mesquite Ridge Middle School. 71 of 84 students responded. Every question was optional.
1Q1. During class this week, the device helped me learn. Most days: 22 · Some days: 35 · Rarely: 14
2Q2. When I use a device in class, I get distracted by something not related to the lesson. Often: 19 · Sometimes: 38 · Rarely: 14
3Q3. When I use AI for schoolwork, I check what it says. I don't use AI for school: 26 · Always: 9 · Sometimes: 21 · Never: 15
4Q4. I know what our class rule is for using AI. Yes: 30 · Not sure: 33 · No: 8
5Q5. What helps you learn best in this class? (Choose up to two.) Talking with a partner: 41 · The teacher explaining: 38 · Working on the device: 27 · Watching a video: 22 · Working on paper: 20
6Q6 (open). When does technology get in the way of your learning or how you feel? Selected responses, retyped: "When notifications from other tabs pop up." · "When we're on the laptop the whole class my eyes get tired." · "When the AI gives an answer and I don't know if it's right." · "I do the online homework late at night because I forget, then I'm tired." · "I don't have wifi at home so online homework is hard." · "When we post in the discussion and everyone can see it." · "Nothing, it's fine." · "When the video is too fast and I can't ask a question."
7Small-group interview notes (four volunteers, coach's notes, no names). Student A: "I use the AI to check my answer, but if it says something different I just go with the AI." Student B: "The lab days are the best because we talk and then write." Student C: "I don't know if we're allowed to use AI on the lab reports, so I just don't." Student D: "Sometimes I'd rather do it on paper because I can draw the diagram."
8Team note: The survey is one snapshot from one week, and all answers are self-reported. Section 3 had a substitute for two days of that week.
Handout C for Student Voice Data Dive
Notice-Wonder-Next Organizer
Fill the columns in order. A Notice must be something anyone could point to on Handout B. Write your "you said, we did" on the back.
| Notice (what the data shows) | Wonder (what it makes us ask) | Next (one design change we control) |
|---|---|---|
| Example: 33 of 71 students were not sure of the class AI rule. | Example: Have we ever said the rule out loud, or only posted it in the LMS? | Example: Post the rule on the lab sheet and practice it once with a real AI answer. |