Tutorial 8 Define Valued Behaviours
In this tutorial we go back to the people board to define the sorts of behaviours that will need to be normative for the design to work.
It may seem strange to go back, yet again, to the People board. You can, in fact, complete this tutorial at any point, or complete it repeatedly. However, now is an excellent point in the design process, before you look at shaping the physical and virtual Habitat.
You know from Tutorial 2 that the tree top on the People board represents routine behaviours, and you may already have written some notes there with specific commitments made by your team to govern your collaboration. We need address what behavioural norms will be needed for your unit, lesson and/or space to flourish. This is especially true if your design involves innovations that are new to your and/or the students or parents.
For instance if you intend to use flipped learning videos, students will need to know how and when to use them. If you offer a Matrix, students will need to know how and when to choose. If you offer choices to students about how they move through the physical Habitat, or what tools they use, how will they know what these permissions are?
In short what are the rules of engagement, and how will students know and master these? It's not just about knowing the rules of engagement, it is about developing new skills. If students can choose where to sit, how will they gain the skill of choosing where to sit?
Here are some pointers for working this out:
- consider our values and vision - what behaviours would be consistent with these?
- consider your user personas - what behaviours currently fall within their repertoire, and which might need to be taught? which might be beyond their capability (careful here of low expectations!)
- what routines or permissions will be needed for the structures on the Storyboard to work? If there is Matrix time, when is it, and how will it work, and how will the students know?
You won't be able to finish this process yet. Start gathering behaviours, routines, and permissions. Add to these as you work on the Habitat board. As always, try to drill down the text to the most critical points. If you end up with too many new behaviours or routines then this a sign your design may be too ambitious (see tutorial 7)
You can potentially include normative behaviours or routines for parents, too, and consider how to communicate or establish these.
Consider revisiting your Entry Event and embedding in your plan an induction process to establish the behaviours and routines you need. This could include a co-created class contract.