One of the biggest failings of traditional education models is the habit of submit it/grade it. Tests and projects are usually a one shot deal. Integral to project-based learning is the feedback cycle. Cycle, meaning that there are multiple opportunities to perform, received feedback, adjust, and resubmit. Ultimately students are being trained to assess themselves. The most valuable skill is to be able to look at one’s own work, judge strengths and weaknesses, and then continue improving until the ideal end has been reached. In the classroom that training begins with teacher feedback and chances to practice as a class. “Austin’s Butterfly” is an excellent student and teacher training video to help understand the drafting process. Students can see the value in drafting and the great difference between a first submission and a final submission (there are 6 drafts of Austin’s butterfly). While watching the video will be useful for older children, I have found better success with primary students by simulating the video myself using a PowerPoint presentation of the images and walking them through the process. I observed a class feedback session. The student’s art draft was projected on a screen. The student gave a short description of the purpose of the art project, and then sat back as students proceeded to provide feedback that was “specific, kind and helpful.” First the teacher asked for “the great” – what did the students think really worked about this work of art. While listening to student comments, the teacher recorded those ideas in a Word document the student could access later. Secondly, the teacher asked for “feedback” – what questions do we have about this work of art? What is unclear? What suggestions do we have to help the message or purpose become more clear? Again, the student comments were recorded in the Word document. Once all feedback had been shared, the student was asked what their “focus” might be – choose three or four of the feedback comments that the student might incorporate or explore in their next draft. Now here’s the real shift in thinking – giving students the time to incorporate that feedback and resubmit. And go through the process again. And again. Once students have seen and practiced this process, they can begin to engage in giving feedback in a less structured way. Using Google Classroom, students can read each other’s stories and provide feedback using the comment feature on the side. As the teacher, I can do the same. This ongoing use of feedback means that there is always something for the student to be working on. And the time and opportunity for revision means that students can continue to build their knowledge and improve their work, ensuring a high quality finished product.
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Terri-AnnPersonal reflections on project-based learning. Archives
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