Feedback Systems

Critical Friends: Wreck-It

My first college lab report really humbled me when it was handed back covered in red ink – my professor was asking for a lot of revisions. However, this feedback was crucial to my development as a scientist, and I want to expose my students to the feedback and revision loops I experienced before they had off to more advanced schooling. Students learn to give and receive feedback during the Critical Friends review period that occurs at the end of big labs. At this stage in the class each group presents their lab results to another group using Wikispaces digital portfolios, and then makes an argument as to how their results answer the lab’s guiding question. Classmates then offer targeted feedback during the Wreck-It portion of Critical Friends, before each group reconvenes to make necessary edits to their work. Students love when they get to play devil’s advocate and present critical “wreck-it” counter-points to other groups' arguments. It’s important to remind students to also offer advice on how to improve the other groups’ portfolio and help them build a more cohesive argument. Each group then reconvenes and makes the necessary edits to their work. Adding more critical eyes to student work makes my job as a teacher more manageable, and guarantees improved overall lab report quality. My goal is that by the time my students take college chemistry or organic chemistry, they will have already had experience assessing the validity of lab analyses and improving experimental design, data collection, and other crucial lab components.

Strategy Resources (4)
Student Work Sample
 
 
Each group in AP chemistry is responsible for creating a lab report that will be compiled into a digital portfolio, and the wreck-it templates guide the revision process each group engages in before submitted a polished product. Groups "Neopolitan Dynamite" and "Baking Bad" met in this experiment addressing how industrial scientists obtain the correct chemicals in the correct amounts and engaged in a critical friends wreck-it session before putting together a cohesive report on the lab they completed.
Student Handout
 
 
Getting students to learn how to create high-quality arguments takes scaffolding and structure, along with multiple attempts and revision. The Writing An Argument Mini-Paragraph document is one I've adjusted from a colleague's worksheet, and I use to coach students into constructing arguments that are both sound and valid.
Presentation
 
 
Introducing the Wreck-It concept takes a bit of modeling, and I used this google slides presentation to get my students thinking about claims made in the real-world that might be lacking. Students attempted to "wreck" both legal and political claims made without substantial evidence, and then we tied that process back to the scientific claims we make in class each day.
Student Handout
 
 
Getting students to learn how to create high-quality arguments takes scaffolding and structure, along with multiple attempts and revision. The Writing An Argument Mini-Paragraph document is one I've adjusted from a colleague's worksheet, and I use to coach students into constructing arguments that are both sound and valid.
Presentation
 
 
Introducing the Wreck-It concept takes a bit of modeling, and I used this google slides presentation to get my students thinking about claims made in the real-world that might be lacking. Students attempted to "wreck" both legal and political claims made without substantial evidence, and then we tied that process back to the scientific claims we make in class each day.
Student Work Sample
 
 
Each group in AP chemistry is responsible for creating a lab report that will be compiled into a digital portfolio, and the wreck-it templates guide the revision process each group engages in before submitted a polished product. Groups "Neopolitan Dynamite" and "Baking Bad" met in this experiment addressing how industrial scientists obtain the correct chemicals in the correct amounts and engaged in a critical friends wreck-it session before putting together a cohesive report on the lab they completed.
Jeff Astor
Cindy and Bill Simon Technology Academy High School
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
Science
Grade:
Eleventh grade
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Peer-review is an integral part of each learning cycle, and I spend much of the first three units teaching my students to engage in a critical analysis of each other’s work. Having another set of eyes examine work samples and offer feedback on how to address weak points in their arguments adds a valuable teamwork element to class structure. At the end of each unit, students complete a culminating lab where I pose a guiding question, and groups develop an experiment that will hopefully answer the question. To encourage deeper analytical thinking and avoid students submitting rushed work, I use Critical Friends Share Out periods to facilitate group reviews before final drafts are assessed. Students present their digital portfolios to another group by laying out the argument, evidence, and reasoning that they’ve compiled using Google Apps for Ed, Youtube, and Wikispaces (see “Lab Documentation” strategy). Just walking their classmates through their portfolio causes students to evaluate their own work and fix holes in their arguments. During this time, the other group takes notes and prepares for a critical review period. I want all students to be able to contribute positively to these discussions and give each group member a chance to support their classmates.

 
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Connect STEM with Social Issues

Students want to feel that the work they are doing is meaningful, and in some way connected to their lives. I motivate my students to invest in my class by using Social Issue Openings to tie the day’s content to current events, social justice issues, or health related chemistry. For example, during our unit on Gas Laws, we talk about how the same principles that help bread rise and make popcorn pop contribute to air pollution and global warming. I’ve found that focusing on issues in science regarding race, class, and gender – subjects my students care deeply about – adds meaning to the work, and frames learning and achieving as part of a larger movement. This year, the conversation has largely revolved around increasing female representation in the STEM career fields, and I hope to continue using real-world examples to drive investment in my class.

 
 
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