Reflection: Accountability Energy Exhibit - Section 3: A Gallery Walk


Peer feedback is an important component when creating a culture for learning. I want students to be accountable to each other, so I ask students to observe, assess, and reflect on their peer's work. Making students part of the feedback process is valuable to the learning experience because they learn from each other. Students glean ideas and information from other student's work and then grow from the experience. 

Active participation is key to developing a culture of accountability and gives students a chance to learn from each other.

This is a strategy that must be practice and developed. Students must learn to provide meaningful feedback along with evidence for their thinking. I use a peer feedback form with pre-printed sentence frames to get students thinking about the writing. Some sentence frames could be:

  • I like what you did but. . . please explain more about . . .
  • I enjoyed your work because. . .
  • The strongest part of your work is . . . because . . .
  • I think your example was . . . because . . .

Peer feedback should be:

  • descriptive
  • observational
  • objective
  • positive

  Peer Feedback
  Accountability: Peer Feedback
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Energy Exhibit

Unit 9: Earth's Resources
Lesson 4 of 4

Objective: SWBAT read and annotate text about energy in order to plan, design, and create an Energy Exhibit and then provide feedback to peers during a Gallery Walk.

Big Idea: The USA is 5% of the world's population but uses about 20% of Earth's total energy. Students learn about energy sources, ways to conserve energy, and changes to make that could impact our world.

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15 teachers like this lesson
Science, Renewable Energy, energy consumption, natural resources, Energy, renewable resources, nonrenewable resources
  100 minutes
energy 139366 640
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