Daily Benchmarks and Reflections
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Week 1
Monday:
Students will see how their ideas for sources of energy may relate to other students’ ideas. Students will be able to see how energy sources can be placed into larger categories. This feedback will help students begin to analyze what they do and do not know about energy. Students will be able to come up with good questions to ask about their chosen type of energy.
Tuesday:
Students will have a short class discussion on what it means to be energy independent. Feedback will come in the form of guiding students to a clear understanding of what it means to be energy independent. Students will spend most of the rest of the day providing feedback. At the end of class, students will fill out an exit slip. The teacher can provide feedback on students' exit slips the next day. Feedback can be given to the class at large if there is a large number of students having similar comments/concerns/questions, or the teacher may address students on an individual basis.
Wednesday:
Students will be given feedback via the gallery walk on day 3 of the project. This feedback will allow students to better reflect on their performance in the “mini research project” of gathering and sharing basic information on their chosen category of energy. Their reflection on this feedback will enable them to better gauge what level of effort they will need to exert to meet the goals of the larger research project of which the “mini research project” is a part. Students’ enhanced knowledge of the categories of energy will allow them to better determine which category they would like to research for the larger portion of the project.
Students will gain a better understanding of how small the nanoscale is through the “How Big Is It?” activity. They will be able to further discuss any concerns or questions about this with teachers after class.
Thursday:
Students will design their own lab procedures; however, they will need the teacher’s approval before carrying out their experiment. Getting feedback on their experimental design will help students think critically about what information they are searching for and how to choose the right information or data to gather in order to answer their question. Students will also learn to better spot any safety flaws in their laboratory approaches.
Friday:
The teacher will check in on each group to make sure that groups are getting off to a good start in planning how to answer the final research question for their chosen energy category. Students who are struggling to get started can be aided by the teacher via guiding questions. This feedback will help groups get off to a good start as they make specific investigation plans for each group member heading into the weekend and next Monday. Students will be made aware of potential dissemination tools for their final presentation.
Monday:
Students will see how their ideas for sources of energy may relate to other students’ ideas. Students will be able to see how energy sources can be placed into larger categories. This feedback will help students begin to analyze what they do and do not know about energy. Students will be able to come up with good questions to ask about their chosen type of energy.
Tuesday:
Students will have a short class discussion on what it means to be energy independent. Feedback will come in the form of guiding students to a clear understanding of what it means to be energy independent. Students will spend most of the rest of the day providing feedback. At the end of class, students will fill out an exit slip. The teacher can provide feedback on students' exit slips the next day. Feedback can be given to the class at large if there is a large number of students having similar comments/concerns/questions, or the teacher may address students on an individual basis.
Wednesday:
Students will be given feedback via the gallery walk on day 3 of the project. This feedback will allow students to better reflect on their performance in the “mini research project” of gathering and sharing basic information on their chosen category of energy. Their reflection on this feedback will enable them to better gauge what level of effort they will need to exert to meet the goals of the larger research project of which the “mini research project” is a part. Students’ enhanced knowledge of the categories of energy will allow them to better determine which category they would like to research for the larger portion of the project.
Students will gain a better understanding of how small the nanoscale is through the “How Big Is It?” activity. They will be able to further discuss any concerns or questions about this with teachers after class.
Thursday:
Students will design their own lab procedures; however, they will need the teacher’s approval before carrying out their experiment. Getting feedback on their experimental design will help students think critically about what information they are searching for and how to choose the right information or data to gather in order to answer their question. Students will also learn to better spot any safety flaws in their laboratory approaches.
Friday:
The teacher will check in on each group to make sure that groups are getting off to a good start in planning how to answer the final research question for their chosen energy category. Students who are struggling to get started can be aided by the teacher via guiding questions. This feedback will help groups get off to a good start as they make specific investigation plans for each group member heading into the weekend and next Monday. Students will be made aware of potential dissemination tools for their final presentation.
Week 2
Monday:
The teacher will ensure that each group has chosen a dissemination tool and that the group knows how to get started using their dissemination tool. Groups will also have the opportunity to speak with the teacher about any questions they have in getting started on their project or any concerns that came up due to research students may have done over the weekend.
Tuesday:
It is anticipated that by Tuesday, students will need some help with understanding how nanomaterials are created. This is when the teacher will provide students with a lab activity that teaches about self-assembly. There is an optional extension activity as well, which allows students to manipulate a virtual environment as they learn about self-assembly in more detail. The teacher should be prepared to answer students’ questions about their research project, and especially they should be prepared to ask good questions which will guide students to a solid understanding of what self-assembly means. Feedback on the project should also be given as the teacher visits with each group sometime throughout the period. Any groups which seem to have less progress than their peers or those who had a high number of questions should be visited near the start and end of the period to see if help provided early during the class period led students to progress in their quest to answer the driving question. Certain groups may need encouragement to work more on their project outside of class if it appears that the group may be in danger of not meeting their deadline for project completion.
Wednesday:
Students will be working with their groups for the class period. The teacher should focus on again visiting each group and providing feedback on their progress. The teacher can ask how well groups are keeping up with their Gantt chart and view what students have collected, synthesized, or learned thus far. The groups should have all of their resources gathered by the end of the day and possibly have begun to synthesize their dissemination product. The teacher should offer feedback and suggestions such as noting to groups if they have any large gaps in a particular aspect of their final project, if students appear to be spending too much time on one small part of their project, if the group has done particularly well on an aspect of the project, etc.
Thursday:
The teacher may wish to hold short conference meetings with each group during the second half of class. Here students will be given access to their peer evaluation form and time to discuss any final questions or concerns with the teacher before presenting on Friday. By making the last meeting with the teacher more formal, the teacher also communicates to the students that the project should be nearing completion. The teacher should use questioning (or statements if necessary) to alert the group to any incomplete portions of their project. Students can look through the rubric for the final project with the teacher and point out which parts of their project meet each aspect of the rubric. This not only gives students feedback, but also serves to teach students the skill of using a rubric to help self-regulate. The teacher should end each conference by encouraging students to practice their presentation as a group before they need to present to their classmates tomorrow.
Students will also complete a peer evaluation form for each group member. Students will be given their peer feedback after their presentation on Friday. Giving the feedback after the presentation will prevent the feedback from having an emotional impact (good or bad) on the students immediately before they present.
Friday:
Experts in the field of energy and/or nanotechnology will be invited to come and view the group presentations and offer feedback. They will be given a rubric (earlier on in the week), and the teacher will explain the rubric to them (provided they have chosen to come). Parents, the principal, and certain other staff members will also be invited to come view the students’ presentations. Staff will likewise be told how to use the rubric should they choose to attend. Parents will be allowed to offer verbal or written comments; however, they will not be allowed to fill in any rubrics to minimize any cases of bias. The teacher will compile the feedback from the rubrics completed for each group and share the information with students the following Monday. On Friday, after each group presents, a short time will be allowed for panelists (guest experts and faculty) and students to offer some feedback and ask the group any questions.
Monday:
The teacher will ensure that each group has chosen a dissemination tool and that the group knows how to get started using their dissemination tool. Groups will also have the opportunity to speak with the teacher about any questions they have in getting started on their project or any concerns that came up due to research students may have done over the weekend.
Tuesday:
It is anticipated that by Tuesday, students will need some help with understanding how nanomaterials are created. This is when the teacher will provide students with a lab activity that teaches about self-assembly. There is an optional extension activity as well, which allows students to manipulate a virtual environment as they learn about self-assembly in more detail. The teacher should be prepared to answer students’ questions about their research project, and especially they should be prepared to ask good questions which will guide students to a solid understanding of what self-assembly means. Feedback on the project should also be given as the teacher visits with each group sometime throughout the period. Any groups which seem to have less progress than their peers or those who had a high number of questions should be visited near the start and end of the period to see if help provided early during the class period led students to progress in their quest to answer the driving question. Certain groups may need encouragement to work more on their project outside of class if it appears that the group may be in danger of not meeting their deadline for project completion.
Wednesday:
Students will be working with their groups for the class period. The teacher should focus on again visiting each group and providing feedback on their progress. The teacher can ask how well groups are keeping up with their Gantt chart and view what students have collected, synthesized, or learned thus far. The groups should have all of their resources gathered by the end of the day and possibly have begun to synthesize their dissemination product. The teacher should offer feedback and suggestions such as noting to groups if they have any large gaps in a particular aspect of their final project, if students appear to be spending too much time on one small part of their project, if the group has done particularly well on an aspect of the project, etc.
Thursday:
The teacher may wish to hold short conference meetings with each group during the second half of class. Here students will be given access to their peer evaluation form and time to discuss any final questions or concerns with the teacher before presenting on Friday. By making the last meeting with the teacher more formal, the teacher also communicates to the students that the project should be nearing completion. The teacher should use questioning (or statements if necessary) to alert the group to any incomplete portions of their project. Students can look through the rubric for the final project with the teacher and point out which parts of their project meet each aspect of the rubric. This not only gives students feedback, but also serves to teach students the skill of using a rubric to help self-regulate. The teacher should end each conference by encouraging students to practice their presentation as a group before they need to present to their classmates tomorrow.
Students will also complete a peer evaluation form for each group member. Students will be given their peer feedback after their presentation on Friday. Giving the feedback after the presentation will prevent the feedback from having an emotional impact (good or bad) on the students immediately before they present.
Friday:
Experts in the field of energy and/or nanotechnology will be invited to come and view the group presentations and offer feedback. They will be given a rubric (earlier on in the week), and the teacher will explain the rubric to them (provided they have chosen to come). Parents, the principal, and certain other staff members will also be invited to come view the students’ presentations. Staff will likewise be told how to use the rubric should they choose to attend. Parents will be allowed to offer verbal or written comments; however, they will not be allowed to fill in any rubrics to minimize any cases of bias. The teacher will compile the feedback from the rubrics completed for each group and share the information with students the following Monday. On Friday, after each group presents, a short time will be allowed for panelists (guest experts and faculty) and students to offer some feedback and ask the group any questions.