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Educate.

Cogenerative Dialogues As a Tool for Healing

You’re probably already doing it. Now, do it deliberately.

Levy meeting in a circle with eight students
Meeting with my students
Defining cogens as learning from/about students in order to change teaching practice
How I think about cogens
  • Why must cogens take place outside of class time, and with only a small group of students?
  • Do cogens really need to be kept secret? What if a student who’s not in the “club” finds out and gets jealous?
Timeline / visual history of cogenerative dialogue
History of cogenerative dialogues
Matrix with horizontal axis WHAT we learn about our students and vertical axis HOW we learn it
Our agreement about what “counts” as a cogen
Histograms produced by students analyzing their own survey results
Histograms produced by students analyzing their own survey results
Student whiteboards categorizing classes as “useful” or “useless”
Student whiteboards categorizing classes as “useful” or “useless”
Three pie charts showing teachers’ responses to survey questions from cogen workshop series
Survey results from cogen workshop with teachers

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Elissa Levy

I teach physics and computer science in East Harlem, New York. I aim to engage.