As a teacher, I found project-based learning incredibly chaotic and difficult to manage. I had four classes each investigating a different topic. In each class, I had 7-9 different projects in development, and each project was unique. I wanted to help my students–finding resources, asking questions, suggesting options, but as soon as I focused on any one group another would demand my attention. Instead of feeling every day was a productive, meaningful day of inquiry, I left school most days overwhelmed that the classroom looked disheveled, the learning seemed scattered, the students appeared distracted, and I felt disorganized. Were we accomplishing anything? I knew project-based learning was going to require a paradigm shift on my part, but I didn’t expect to feel so beat up by it. I needed some quality feedback, and I knew from conversations with Mike that the boys needed feedback from their peers as well.
At the end of many days, I found myself sitting on the couch next door in Alice’s room bemoaning the way things were going and trying to re-design plans for the next day. I needed a partner, someone with whom I could collaborate and troubleshoot. I also needed an extra set of eyes and hands. I didn’t feel I couldn’t give a group my full attention because I was so busy trying to make sure everyone was on task. Unfortunately, Alice was teaching the fifth grade at the time. Even though Alice was willing to listen and make suggestions, she couldn’t offer first-hand observations about what was happening in my room. She simply wasn’t there, and I needed someone who was.
Fortunately, my friend Jill Gough had scheduled a visit to my school. Jill and Bo Adams are famous (at least in my mind) for designing and implementing a project-based class called Synergy at their former school, and I had relied heavily on their work in designing my classes’ projects. Jill spent two days visiting PDS, and I had several opportunities to pick her brain about her experiences with project-based learning. (The image at the top of this post has my notes from lunch with her.)
Jill gave me some fantastic suggestions that I tried to carry out immediately. First, Jill suggested that I have the students complete a survey/reflection and give me some feedback on their own learning. My first plan was to give them a handout to complete that would encourage them to reflect on their learning and evaluate what they’ve done. I showed the handout to Jill and she gave me some great feedback on it. She also suggested that I use a Google form and not a handout to collect the data. You can view the Google Form I used to collect feedback here. Jill also spent about an hour in my room observing as I interacted with the boys. She took the time to point out to me all the good things that were happening and how engaged the students were. I needed to hear it. She gave me some constructive feedback, but she also built me up and offered specific examples of how quality learning was happening in my room. Sure, it was active and noisy, but it was still learning. Jill’s observations and encouraging words gave me the shot in the arm I needed.
In addition to the idea for reflections and the feedback on the class activity, Jill shared with me how, with Bo, she would have students do Ignite-style presentations on their products and allow other students to offer them feedback. Jill suggested “Ignite Lite” presentations (4 slides, 30 seconds per slide) to allow plenty of time for feedback in our shorter classes. I liked the idea and decided to combine it with Mike’s suggestion of using “critical friends” and the Ladder of Feedback from Project Zero.
I have Ladder of Feedback Anchor Chart that I use with students in my room to guide us through the feedback process.
For our Ignite Lite session, we used the Friends’ Feedback Ladder handout below to record our feedback on each presentation so the presenters could refer to it as they began revising their products and presentations.
I walked the students through the process and kept reminding them to use the language the anchor chart and handout provided to keep the feedback positive and constructive. We’ve used the Ladder of Feedback all year, but I think it’s too easy to fall into the mode of being critical (meaning negative) and not more constructive. I also wanted to make sure we celebrated the good in each project. the boys really were doing some great work.
Once the boys had presented and received feedback, they began revising their projects and making them better. They weren’t required to make every suggested improvement, but they had to consider the feedback. Overall, I know our project-based learning improved because of the Friends’ Feedback/Critical Friends process that I got from Jill and that the boys gave each other. Now, I’m beginning to think about how I can use this type of feedback into other aspects of our learning.
What do you think about the friends’ feedback/critical friends process? what experience have you had with it in your classroom? What other ways might it be useful? I’d love to know what you think.
This is the ninth post (I know, right?) in a series on my “Dive Into Project-based Learning.” If you find this post interesting, consider reading about my professional goal, my research and resources, the genesis of the idea, our project brainstorms, the rubric design, our need to know, our inquiry, or our innovation.