Reflections On Readings/Future Co-Design by Catherine Brown

3) What will you carry forward from our co-design work into your future work contexts?

cmbrown22 — 2024-04-11 16:52:53 UTC

1) What's a step in the Student Voice Circle process laid out in Kathryn Page's document that seems particularly important? OR: what's a step you have questions about?

cmbrown22 — 2024-04-11 16:55:10 UTC

2) Jason Yip talks about children as domain experts on childhood, and the different roles they can play in co-design. What questions do you have about these ideas, or how might you apply them today or in another context?

cmbrown22 — 2024-04-11 17:18:39 UTC

Answer below if responding to Question 1--include names of small group members

cmbrown22 — 2024-04-11 17:19:34 UTC

Answer below if responding to Question 2--include names of small group members

cmbrown22 — 2024-04-11 21:09:08 UTC

Answer below if responding to Question 3--include names of small group members

cmbrown22 — 2024-04-11 21:09:31 UTC

Taking more general survey reflection and digging deeper through small focus groups. Getting clear on next steps with those who filled out surveys alongside them. Rather than the traditional taking of survey responses then adults creating the solutions in isolation.

2024-04-19 17:40:57 UTC

Bringing together a planning group of students to help with question design seems really powerful.

2024-04-19 17:43:00 UTC

The "Proceed with Caution" section was important but we wouldn't have totally understood what this means without the L4L experience. The L4L context/experience has made the way in which we read and understand this much deeper.

2024-04-19 17:45:07 UTC

2024-04-19 17:46:05 UTC

finding ways to help adults in that space remain curious

L4L Connections

2024-04-19 17:46:43 UTC

We have been integrating the L4L experiences/standards into the work, sharing with colleagues.

Step 3

2024-04-19 17:47:06 UTC

We spoke about the importance and necessity of co-creating the voice circles questions with participants/communities

We have found that some of the richest feedback comes from students and their ability to articulate what they want.

2024-04-19 17:47:38 UTC

Power Dynamics

2024-04-19 17:48:12 UTC

Consideration of power dynamics. How do students think about what is being asked of them? Lots of unpacking to help other adults understand what you are doing (not as simple as just having teachers talk with students)...we need to understand so much more.

How do we see students as experts of "engagement", are schools hollywood, are schools TikTok?

2024-04-19 17:48:59 UTC

Sharing Rationale

2024-04-19 17:49:02 UTC

As we do this work - ensuring we are providing the "why" behind the work.

Seeing students as domain experts and what does it look like to treat them as such? What does it look like with parents?

2024-04-19 17:50:04 UTC

2024-04-19 17:50:22 UTC

How often we do students as domain experts? How do we as adults embody and believe this?

Student voice & survey (Ledah, Xinyi, Ann)

2024-04-19 17:50:58 UTC

Ledah: Even with sitting next to a child, what do the answers mean? What does "socioemotional learning" mean to kids this age? This could be really applicable to the work @ Graham Hill. How often we throw adults into new roles w/o adequate preparation - notion of competence. Really interested to explore what this will look like with elem kids.

Xinyi: did cognitive interviewing with kids to explore student survey responses. They really understand things differently than what we think. How much time this takes, preparation the training to adults, understanding of kids about what this is.

Ann: How much the relational dynamics will shape the responses; how the process of data collection shapes that in return.

Critical to not cut corners in this work.

2024-04-19 17:50:58 UTC