What:

A Day in the Life protocol can be helpful to get a snapshot of what it is like to be a student over the course of a day in your class, building, district, etc. Used by adults without active student participation helps adults dive into youth experiences; however, using this tool within a setting where students are active participants (e.g. committee with youth participants, youth council, etc.) can provide an opportunity for multiple levels of student perspective to be shared.

How to do it:

1. Collect a sample of student work over a specific period of time (teacher/student names omitted from all work). Those who request this protocol determine the parameters of the slice including time, sampling, types of work and guiding questions).

2. Ask participants to review work based on the identified focus and look at evidence vs. making judgements. (5 min)

3. Present the guiding questions. (5 min)

4. Review the work and answer guiding questions (written). Also note any questions that arise while reviewing the work. (15-20 min)

5. After reviewing the work, participants with students from the same class meet together to share responses to the questions and evidence related to their answers. Together the group looks for patterns and differences that emerge in the evidence. (15 min)

6. Participants select a guiding question to explore across individuals, classrooms and grade levels to find patterns and differences. Participants take written notes. (15 min)

7. Together participants discuss insights and questions. Each group presents one at a time. (30 min)

8. Facilitator provides a summary of insights, themes, and patterns identified by the group and asks participants to share questions emerging from the study. (10 min)

9. Back in small groups participants discuss what they’ve learned from the process; what they found useful; what was frustrating; and what questions arose for the team. (15-20 min)

10. The whole group debriefs the process to pull out what was learned, what was helpful, and what could be improved. (10-15 min)

Things to Consider:

• When facilitating this strategy it is important to create clear structure and boundaries for this work. Be clear about what you are asking participants to look for. Ensure there is clarity about the intended outcome (e.g. what will adults do differently vs. identifying what participants think is wrong with the students or individuals whose artifacts are being reviewed.)

• Protecting students and teachers by removing their names from artifacts is very important so that this process can remain confidential and does not create unintended harm to them.

• When defining the parameters, be sure that you have the samples of work and data available or you have a plan for how to compile that information ahead of the meeting.

• Students could be engaged in this process by identifying what issues they would like to see discussed, identifying particular types of sample work/information that may be helpful, and through engaging the review of information received.

• This protocol can be adapted to allow participants to respond in multiple formats, technology, images, verbally, etc.

Source: https://www.schoolreforminitiative.org/download/day-in-the-life-protocol/

Take It to the Next Level

Leveling Up Towards the Leadership End of the Spectrum of Student Voice-Oriented Activity

• Engage students in identifying the topic, question, and/or prompt.

• Consider how students can provide leadership from facilitating the activity, making meaning of the material collected, and advising how the data is used.

• Consider engaging in this activity where adults and students share about their days as an opportunity for building understanding and relationship across roles.