Reflection: Trust and Respect Student Designed Lab: Communicating the Results - Section 5: Student Presentations


There is nothing more motivating than feedback from peers.  For years I wondered why I even bothered to write feedback to students since they rarely seemed to apply anything I said in future assignments.  

Last year I started having students provide immediate feedback following presentations and it has made all the difference in the world.  We always start by stating what worked well, also called "ideas we can steal".  Students are awesome with this; they always find something positive to say no matter how poor the presentation.

We finish with making suggestions for improvement, called quality boosters.  The best thing about this practice is that groups that have not yet presented are able to take this advice and improve their own work (I compensate for the first groups to present by allowing them to make corrections to their own work as well).  I love to see how the presentations improve as a result of class feedback.

  Student to Student Feedback
  Trust and Respect: Student to Student Feedback
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Student Designed Lab: Communicating the Results

Unit 2: Introduction to Science and Engineering Practices
Lesson 7 of 7

Objective: Students will be able to create and present a visual representation of their student designed lab experience.

Big Idea: Students share what they learned during their design-a-lab journey.

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10 teachers like this lesson
Science, Science Skills, experimental evidence, experimental design, obtaining, evaluating, and communicating information
  155 minutes
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