Organize participatory design meetings for one teacher with a small heterogeneous group of student co-designers¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

Based on a preliminary study, the article recommends that participatory design meetings be held for one teacher with a small group of students rather than a whole year group, that co-designers represent heterogeneous views of the lessons, and that meetings not take up too much time. In the study, seven co-designers per class were selected from pretest IPSEE scores as high, moderate, and low perceivers, and met for 50 minutes during regular school hours, with a summary emailed to the rest of the class afterwards.

Design Implications¶

Context¶

Requirements¶

• Co-designers should be selected to represent positive, neutral, and negative perceptions of the lessons
• Teachers should explicitly assure students that critical comments will have no personal consequences

Constraints¶

• A small heterogeneous group may not represent the whole class, since students differ in their perceptions and preferences, though prior work reportedly yielded redesign outcomes agreed on by the majority

Target Learners¶

• secondary education students

Target Learning Goals¶

• Making student perceptions and desires about instruction explicit
• Identifying and implementing improvements to the regular education process

Affordances¶

• Participatory Design Three Phases

Claims¶

• Teacher–student disagreement diminished for co-designers and, in most cases, for the rest of the class [+W]
• Perceived-desired discrepancies decreased for co-designers but often increased or decreased less for the rest of the class [+W]
• Student awareness of improvement differed sharply by role: most co-designers noticed improvement, most control students noticed none [+W]
• Teachers who held participatory design meetings reported changes in educational practice far more frequently than control teachers [+W]

Related Strategies¶

• Design for influence, not simply participation, and scaffold without replacing partner leadership
• Have teachers design at the lesson or course level rather than whole curricula

Examples¶

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Key Sources¶

• Karin D. Könings, Saskia Brand-Gruwel, Jeroen J. G. van Merriënboer. (2010). Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction. Instructional Science (2011) 39:737–762. https://doi.org/10.1007/s11251-010-9152-3