Reflection: Routines and Procedures DESIGN CHALLENGE: Food labels (2 of 2) - Section 4: EVALUATE: Presentation and application


Students presentations are essentially tuning protocols.  There is a generic protocol in the Resources section.  A modified version is used for this presentation process:

  • Students provide context.  What is the food system in Sunset Park?  Why are food labels flawed documents?
  • Students describe the goal of the project.  We wanted to develop labels that would nudge consumers towards more sustainable food choices.
  • Students ask a framing question.  Do you think that this food label will help community members to make more sustainable choices?  If so, how might we use this in the community?
  • The audience members ask clarifying questions.  Which food do you consider for your project?  What is welfare?
  • The audience provides feedback and ask probing questions.  This label is difficult to read and I don't think anybody will make different choices. Why not use emojis instead of a three color system?  I don't think bodegas will use these labels because it will cost them money!
  • The presenting group has an open discussion with the audience.  You said you did not like the color scheme; why do you think your idea of emojis will work better?
  • The presenting group reflects on the process and identifies next steps.  We really like the ideas about changing the color scheme.  We think we are going to experiment with some new ideas like emojis or a thumbs up/thumbs down in our next iteration.  We agree that it will be hard to make businesses use these labels?  Any idea for how we can use these labels in the community?  Often this discussion was so rich that it extended to online discussions after class through the Edmodo platform.  An example of a student submission is in the Resources section.

Once all groups have had a change to work through this process, the audience votes for a favorite label.  Students are able to facilitate this process, but it is not recommended that presenting groups also facilitate.  I facilitate this process for my classes.  

NOTE: Because students were presenting to other classes, I made sure that audiences had experience with this tuning protocol BEFORE presentations.  This protocol will not work well with a group of students lacking prior exposure.

  Routines and Procedures: Facilitating a student debrief
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DESIGN CHALLENGE: Food labels (2 of 2)

Unit 5: Food (biosphere and geosphere)
Lesson 10 of 24

Objective: In this multi-day "lesson" students will be able to 1) develop a redesigned food label utilizing design elements that surface the normally hidden costs of modern food production; 2) present redesigned food labels to peers; 3) facilitate discussion about how redesigned food labels might be used in the real world; and 4) select an actionable idea to propose to the community.

Big Idea: The current food label describes the ingredients and nutritional content of food. How might we redesign the current food label to more accurately capture the total impact of modern food production, especially environmental costs?

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