What:

A consensogram helps participants assess needs, attitudes, or knowledge. A question is posed and each participant/student is asked to record their thoughts on a chart that everyone can see. Once everyone has placed their mark on the consensogram, the group teacher and class can analyze the results and determine next steps.

How to do it:

1. Identify a topic or question for input and feedback. Create a prompt.

2. Determine the degree of measurement (numerical or value-based). Draw a chart with large, empty columns. Place the numerical value or value-based statement at the bottom of each column.

3. Display the chart in a central location.

4. Students may then respond to the prompt and mark, on the chart, where they fall using a check-mark, sticker, post-it note, etc.

5. Allow time for students to review and reflect on the data on the chart. Ask them for ideas about the meaning of the data.

6. Share findings and use what you have learned to share your decision making.

Things to Consider

• There are several virtual platforms that allow students to post notes on a virtual wall.

• Check in with your students to ensure what you are asking is clear so they can feel confident in their responses.

• A consensogram allows all students to participate, but also allows some level of anonymity when using stickers or markers that can’t be linked back to an individual student once placed. If using a virtual platform, it is important to verify if/when students’ names are linked to responses.

• The built in anonymity of this tool may allow more hesitant students to participate with more confidence while it makes direct follow up on individual answers more challenging to carry out. Additionally, such anonymity limits the ability to identify and recognize patterns in voting among groups of students sharing similar social identities (i.e. race or gender).

• Engaging students in determining the question/topic, reviewing the data, and providing input into next steps/response each provide greater opportunity for student voice.

• When a decision or next step is determined based on the information gathered, be sure to circle back with students to help them understand how the results were used and why the decision was made.

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 data collected, and advising how the data is used.