1. Karen

    I actually got pencil and paper and made notes and wrote questions from this topic. We teach sentence stems for some of our sub-pops, why not feedback stems. I keep reading about empowering students but after teaching Jr high for 19 years and now elementary I see we need to teach empowerment. Kiddos seem to want the first answer or the first google link given and some scroll through their education like that. Would love to know more…

  2. Charlene Doland

    Important points. My PBL students get regular feedback from peers and myself. They also get formal (written) feedback from a public audience at the end of each semester. After they have had time to review it, I ask them to identify points they will work on in their next project.

    I also learned a lesson about feedback from a student a few years ago who was working on a National History Day project (that advanced to the national level). She had received feedback from judges at the regional level, much of which she took to heart and applied to the next iteration of her project. However, there was one point she deliberately chose to IGNORE. She explained her rationale and why she didn’t think that particular change would be beneficial to the quality of our project.

    The lesson to me is that we need to THINK about the feedback we receive and not blindly accept it. Do we believe it will enhance our work? Ultimately, it is our work and we need to stay true to it.

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