How to Co-Design Experiences with Learners

How much voice and ownership do you provide students in their learning journey? 

I understand the fears the fears of inviting too much input: 

What if students go in a direction I can’t support? Steer too far away from mandated curriculum? Decide on projects and products I’ve never developed myself?

And so oftentimes we keep learning experiences locked in a tightly sealed, ‘teacher-centred box.’ But what happens when we open up that box? Provide some basic parameters and frameworks, but invite students to help choose how to fill it?

What might student engagement and empowerment look like then?

In my conversation with learner-centered practitioner, Dr. Dom discusses her experience with a project she 'co-designed' with learners fromm start to finish. She shares her journey of involving students in developing learning materials, building partnerships with local schools to enhance the English curriculum, and the creation of 'Teaching Materials.' From our conversation, we learn the importance of forming driving questions for projects, facilitating feedback and reflection, and nurturing collaboration and inquiry among students. 

We leave equipped with tools to start the process with our own students. 

Connect with Dom on Instagram. LinkedIn. 

Dr. Dom's PBL Website: Resources, Reflection and Journey 

Dom's Bio: 

Dom currently teaches primary at KPIS International School in Thailand. Dedicated to educational development Dom is a researcher and educator with proficient career history in varied environments, and considers herself an easily approachable and professionally presented individual. A great ability to communicate, build and maintain rapport over wide range of cultures and social backgrounds. Prior self-employment has created a strong motivation to progress efficiently throughout her career. With a pro-active and enthusiastic attitude, Dom is always keen to further develop both leadership principles and strategy execution, within the school environment. Dom believes that, “a social and emotional learning influence is visibly beneficial to another’s academic development.”