Reflection: Discourse and Questioning How do Animals Obtain Energy? - Section 4: Reflect & Apply


During the last Gallery Walk a few lessons ago (How do Plants Capture Sunlight to Make Food?), I noticed that some students were leaving helpful feedback while others provided feedback that was unhelpful. Unhelpful advice included comments like, "I agree with #1 because they do use..." as the team receiving the feedback won't know what "they" refers to. Another example of an unhelpful comment is, "I disagree with ____" without explain why they disagree! I'm reminded of how challenging providing helpful feedback can be! It definitely requires a higher level of thinking! Following this Gallery Walk, I discuss what effective and ineffective feedback looks like by providing examples. So, today, I'm excited to see how student feedback has improved since this conversation! 

As I look over the following Gallery Walk feedback notes, I notice that there's still some feedback that isn't as helpful as others. However, the feedback, overall, is much more effective! I can tell that most students really tried to elevate their comments and questions!

On each of the following documents, I identified examples of effective feedback:


Moving forward, I will continue to provide models of effective feedback and recognize students for writing comments and questions that benefit other students. 

  Discourse and Questioning: Gallery Walk Feedback
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How do Animals Obtain Energy?

Unit 2: Ecosystems
Lesson 19 of 28

Objective: SWBAT explain how the energy in an animal's food was once energy from the sun.

Big Idea: In this lesson, students will use multiple resources to research how animals obtain energy. Teams will use their research to construct and share posters with their classmates.

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35 teachers like this lesson
Science, global warming, abiotic factors, ecosystem, Energy, animal, animal needs, research, decomposition, biotic
  70 minutes
supporting the main idea
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