Jamie Camp Project Based Learning PBL Chemistry Atwater California Ca Buhach Colony High School
The driving question for this project was:
How can we solve the problem of plastics in the ocean/fresh water?
Previous posts I discussed other aspects of BIE's gold standard for PBL, for this post I am going to focus on critique and revision.
My students had done sustained inquiry involving research, reading articles, watching videos, as well as learning some chemistry behind molecular compounds/plastics. The students had decided on the type of product they felt would best solve the driving question, these products were mentioned in a previous post.
I had students create posters that included the following information:
Once students were done with this poster we talked about giving a receiving feedback from peers and from a teacher.
I showed this video:
Even though the students in the video are elementary kids and my kids are high school, this is a great video to show and then have a discussion on useful feedback and how it can drive a product to become better.
Following this we did a gallery walk, I had students hang their posters up around the room and I gave each student a handful of Post-it notes. Students were instructed to look at as many posters as possible and give one piece of positive feedback and one piece of advice for the groups project.
Of course when I try something new, it goes ok 1st period, but it gets better as the day goes along as I make small corrections. I found that giving students sentence stems for their feedback produced better quality feedback.
-I feel that you might want to try...
We started with something like this:
And moved into something like this:
After students collected the feedback they received on their products, I grabbed a few of the Post-It notes and put them on the document camera. I asked kids if the feedback was useful and specific. Students were very good at identifying good feedback from not so useful feedback. The hope is that they will continue to get better at giving and receiving feedback.
From here students began working on their products, I did daily check-in's with groups and individuals. Students used the critiques they received from me and their peers to revise their products. In the next post I will discuss how we did a dry run of the presentation to peers before the public exhibition of their product and their learning.