Chapter 3: Co-design & Co-construct

What are the three benefits of co-designing with students?

• The teacher can give a series of options for how the task could be done.

• Students see that their voice matters in an authentic manner.

• Teachers can more powerfully meet the needs of their diverse classrooms by planning learning with students rather than for students.

• The learning community is shaped by teachers and students working together.

• Creating visuals of expectations and criteria ensures children feel supported and reminded of the co-constructed criteria.

One of the steps using Assessment tools is to _________ with the mandated one and support and scaffold the students understanding to reach the mandated one.

What is one way to prepare students to grapple with and solve the problems of tomorrow in the classrooms of today?

Setting up expectations and routines with Students is the only aspect of the Codesign & Coconstruct model

• True

• False

What were the themes that best summarise the chapter?

• Co-designing learning with students and involving their voice in the learning process in a variety of ways is essential to the inquiry model.

• Co-designing rubrics and scaffolding the co-design process with students.

• Student agency is about so much more than providing a menu of options; it is about empowering learners.

• Student choice is only one of the ways of co-designing with students

What other ways are featured in the chapter to involve students in different aspects of their learning?

• Competencies and dispositions

• Redesign the Learner Profiles

• Demonstrations of learning

• Assessment

• Use the ATLs (Approaches to Learning)

Which of these do you think will be the easiest to implement in your classroom, ASAP?

What are the seven example competencies and dispositions that can be worked toward individually and collectively:

When codesigning assessment tools what can you do with the students to make them more part of the teaching and learning?

• Get students to understand the assessment and in groups build a rubric for it.

• Match the student-created rubrics with the mandated one and support and scaffold the students' understanding to reach the mandated one.

• Share a variety of samples from previous years – ones that were excellent, some which needed revision and also those that needed a lot of revisions from teachers

• Share a word bank of vocabulary that is there on the master rubric

Do you think this process of co-construct and co-design can be taught at any grade level?

• Yes

• No