Where do you go after completing the Real-Time Redesign process?
We see two primary pathways for working toward more equitable, resilient teaching and learning across a school system. It is important to note these are not mutually exclusive. Highly effective school systems often use both processes in complementary ways.
As part of their pilot for Real-Time Redesign, one of the Monterey Peninsula Unified School District design team’s initial priorities was to orient students and teachers to their role as co-designers. The team designed a short training session in which they gave participants an overview of the liberatory design process and created space for interactive discussion, questions, and reflection. The design team also shared their vision and problem of practice (“How might we increase flexibility and personalization to build a sense of belonging and connection within the context of our labor and policy constraints?”) to prepare participants to create solutions that would build relationships and strengthen student belonging in the district.
Jamboard is a great place to align on next steps, based on what ideas were uncovered during a brainstorming session. As seen in this example, after brainstorming and noting favored ideas, the participants are then able to bucket based on an impact-effort matrix and gather consensus on next steps to start putting those ideas into action.
One way to use Jamboard to take collaborative conversations deeper after brainstorming ideas is to take those ideas and bucket them based on topic, commonalities, themes, or other relevant categories. The act of “bucketing” can be done virtually by moving the sticky notes around to bring common themes together. You can also take this one step further by circling and naming each group to underscore the information you’d like to highlight.
One way to use Jamboard effectively is to enable users to brainstorm, share, and support ideas as seen on this screenshot. In order to do this, you should first have participants populate various sticky notes (you can even color code by participant and include multiple “posters” if necessary). Once everyone has dropped in their ideas, participants can star, favorite, or otherwise show support for ideas by adding a star, +1, or comment. This two-part activity allows participants to first call out all of their ideas and then review their ideas with others to identify which are the most interesting, actionable, or best-fit for the challenge being faced – similar to what you would do in-person sticky-note brainstorming activity.
This video shows students in first and second grade working with their remote and in-person teams on a design challenge at Design 39 in Poway, CA.
This video shows students in fourth and fifth grade working with their remote buddies on a pumpkin launch design challenge at Design 39 in Poway, CA.
These discussion questions accompany the Activity: Reflect on Equity in Your Pilot strategy card.
This planning template accompanies the Activity: Pilot Next Steps strategy card.
These discussion questions accompany the Activity: Pilot Next Steps strategy card.
