Reflection: Adjustments to Practice Learning Human Anatomy Basics with Paper Dolls (Day 3 of 3) - Section 4: The Classroom Flow: Time to Debrief and Extend


I have been working with peer evaluation experiences more intentionally over the past few years.  At first, my goal was simply to give students a broader sense of the range of work quality in the room and to give them the opportunity to gauge their own work quality within that spectrum and apply those evaluative skills to future projects and assignments.  This has most definitely happened and, even more importantly, has helped to transfer our conversation from quality of work outcomes to learning goals.  Now that we have worked with the Gallery walk protocol, students are are more comfortable with self analysis, better at giving productive feedback, and more aware of the benefits of group discussions in comparison to solo work.  Students are able to quickly see the benefits of the comparative, analytic, and metacognitive processes that are at the heart of this strategy, and they look forward to each round throughout the year as a way to appreciate the way other students think and work as well as to gain confidence about their ability to do their own version of high quality work.  

The secondary, unintentional benefit of this process is that allowing students the opportunity to become evaluators strips away the mystery of the grading work we teachers do every day.  This higher degree of transparency in the grading process helps students to understand our role in the student-teacher learning partnership in a deeper way that supports trusting relationships within the classroom.  

I also love that not only do students love to admire each other's work but that they also feel some subtle positive peer pressure to do their very best--this isn't just for my eyes only and as we all know, for teenagers, peer group response and approval can be a powerful influence and stabilizer.  

I'd love to hear more about how you use peer evaluation in your classroom in ways that push students to new levels of personal growth! 


  Using Gallery Walks as a Tool for Improved Student Self-Analysis and Metacognition
  Adjustments to Practice: Using Gallery Walks as a Tool for Improved Student Self-Analysis and Metacognition
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Learning Human Anatomy Basics with Paper Dolls (Day 3 of 3)

Unit 10: Unit 10: Human Anatomy & Physiology
Lesson 3 of 9

Objective: SWBAT identify the major systems of the body: system name, components, and functions.

Big Idea: Hook kids into the study of human anatomy and physiology using student created paper dolls!

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