Reflection: Rigor CAPSTONE: Population and environment by design (2 of 2) - Section 2: DAYS FIVE AND SIX-PROTOTYPE + BABY SHARK TANK: Student presentations


Iteration attempts will only be as successful as the feedback received.  As such, the quality of student feedback is very important.  One important teacher move is to examine the quality of feedback given after the first presentation, and then develop a mini-lesson to explicitly correct student feedback deficiencies. 

The attached sample student feedback for a Japan presentation demonstrates two common problems with student feedback: 1) it may be too general to be useful or 2) it does not focus on the actual criteria for success.  This was the first presentation in one of my classes and it is clear that students need support.  We reviewed this feedback together at the end of the class.  I specifically focused on vague language and pushed student to use a "claim plus evidence" framework and to align feedback to the feedback form.  "They need to have more information about the future of Japan," for instance, became "The group did not discuss what the future of the area will be like.  Consider summarizing solutions to environmental problems in Japan and explaining how these solutions will change the environment.

For teachers preferring a more teacher-centered feedback cycle, see these Buck Institute rubrics for feedback ideas.  

  Rigor: Project based learning and feedback
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CAPSTONE: Population and environment by design (2 of 2)

Unit 4: Populations
Lesson 16 of 16

Objective: In this Capstone project, students will be able to: 1) collaborate with peers to develop a rigorous public presentation; 2) describe an area of interest where human population impacts the environment; 3) articulate the key features of the human population in the chosen area using data visualizations; 4) identify problems in an area caused by human population growth; 5) develop solutions to problems identified 6) identify the research necessary to better understand potential solutions; 7) publicly present to an audience; 8) provide rigorous feedback to presenting groups; 9) self-assess proficiency using rubrics and captured video; 10) and revise in-class presentations as standalone screencasts present iterate screencast publish

Big Idea: Human population growth impacts the environment . How might develop an engaging presentation about an area that elucidates the problems and potential solutions to problems posed by a constantly growing human population?

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