Reflection: Student Feedback Fins, Feathers, and Fur: How Animals Adapt - Section 5: Evaluate

 

The last time I taught this lesson, I decided another approach on I Heard, I Noticed, I Wondered.  I passed out the same form to the students, but instead of having them present their work one by one, I had them walk around the room - in a gallery walk style - viewing each other's work and providing feedback on the form.  While they were walking around, they would  select eight other students whose work stood out to them, either because it was really good or because it needed a lot of refinement. They would record the things that stood out to them in a positive way under the "I Noticed" column. They would record the things that they were not sure about, that may need revisiting, or that brought up questions for them in the "I Wondered" column.  Once that was done everybody sat down. Next, I broke the class into two halves. I had one half get up and find the students whose work they viewed.  They shared their feedback, including both the things that they enjoyed about their work and the questions they had. The student whose work was viewed would respond to their questions, making it the job of the viewer to listen actively and record their partner' responses on the "I Heard" column of their paper.  Then we switched groups, allowing the other half of the class to do the same thing. Finally, I called on a few random students to share what they noticed and wondered about someone else's work, and then to reflect on what was said by their partner, making sure that they were actively listening and could now answer their own questions.  I found that this method of providing feedback allowed students to get up and interact with each other more than the method that I originally planned in my lesson. For a group like mine, who is more active and needs a little more stimulation, this was a great way to allow them time to walk around the room and visit with one another, while still working with the content.

  Another Take on I Heard, I Noticed, I Wondered
  Student Feedback: Another Take on I Heard, I Noticed, I Wondered
Loading resource...
 

Fins, Feathers, and Fur: How Animals Adapt

Unit 2: Zoology
Lesson 3 of 17

Objective: SWBAT describe how various adaptations allow animals to thrive successfully in their environment.

Big Idea: Each organism is adapted (physically and/or behaviorally) to live in its habitat and to obtain the things it needs in order to survive.

  Print Lesson
25 teachers like this lesson
Standards:
  85 minutes
camel
 
1
2
3
4
5
Similar Lessons
 
Evidence or Inference?
4th Grade Science » Thinking, Writing, and Observing Like a Scientist
Big Idea: Students choose between three different experiments to help them understand the difference between scientific evidence and inference.
  Favorites(40)
  Resources(15)
Genoa City, WI
Environment: Rural
Mary Ellen Kanthack
 
The Organization of Life - From Organelles to Organism
7th Grade Science » From Molecules to Organisms: Structures and Processes
Big Idea: By investigating the impact of mitochondrial disease on cells, students discover why cells matter.
  Favorites(34)
  Resources(27)
Los Angeles, CA
Environment: Urban
John Cerezo
 
The Zoo - Under Construction
6th Grade Science » Pond Study: Plant & Animal Cells
Big Idea: Develop a way to organize the animals in a zoo more systematically. Use evidence to support your argument, then create your own map of The Zoo!
  Favorites(7)
  Resources(17)
Westmont, IL
Environment: Suburban
Laura Riley
 
Something went wrong. See details for more info
Nothing to upload
details
close