This is the third day of our three-day project. As we are now preparing for presentations, the class begins with a review of the characteristics of active listeners and productive discussion questions. I ask the students to list the behaviors of active listeners. They are able to describe that active listeners sit quietly, listen carefully, may take notes related to the topic, and ask questions that are related to the material and have not already been answered during the presentation.
I then ask the students to help me create a list of questions that can be used to develop a discussion following a presentation. The students come up with questions such as:
I write their list of questions on the board and encourage them to refer back to them during the presentation.
In order to get the most out of the presentations, I have the students take notes. Since we have reviewed the characteristics of active listeners, I have the students develop a list of information that would be useful to write down during presentations. I also review the rubric information with the students as a reminder of how they will be assessed during the presentation.
This screencast explains how and why I review the rubric with the students.
Because I randomly select groups to share their projects with the class, there's an awareness that everyone needs to be prepared for presentation day. When the students present, I expect each member of the group to share information with the class. I also expect the presenters to meet the requirements listed on the class constructed rubric. The students in the audience know that in addition to taking notes, they are expected to ask their peers questions about their projects. From time to time I randomly call on students to ask the presenters questions. I also ask each group at least one question about their presentation.
On occasion the presenting group is not able to answer the questions they are asked. In those situations, I turn the questions to the class and they work together to develop the correct answers. I also check in with the misguided presenters later to make sure they understand the concept they initially struggled with.
The students' project/presentations of their models meet NGSS SP2 and MS-LS1-2.
At the end of class, I have the students review the notes they took during the presentations. This is an opportunity for them to ask further questions and write down additional information. I also lead a brief review of the various organelles and their functions. This part of the lesson is especially important if there was a group that did not provide fully accurate information during their presentation.