Creative Teaching & Learning

How to give effective feedback in PBL

Completing final project outcomes to a professional standard is the best way to ensure pupils are developing their learning habits. How can we, as facilitators, support this? In the final article of her series, Alexis Shea presents a teacher’s guide to the critical cycle of drafting, feedback and improvement in PBL.

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      string(292) "What can we do to help people and protect the environment in our local area and beyond? Alexis Shea lets pupils take the lead in finding out with this exciting investigation of ethical issues, culminating in the design and publication of a newspaper insert on living an ethical life. (ZIP ..."
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      string(466) "... Project-based learning – a new series75Volume5.4nCreativeTeaching&Learning3. Critique offirst draftsPupils experiencereceiving feedbackand practise givingeffective feedback.Pairs of pupils join up, swap insertsand write detailed feedback onanother pair’s inserts, linking backto the original success criteria theclass created. Pupils should bereminded of the critique guidelineson how to give effective feedbackand ..."
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      string(5749) "theirwritten critique, pupils shouldreturn it to the relevant pair. Uponreceiving their critique, the teacherhas the opportunity to ask pairs toanalyse the critique they received,considering whether it provideshelpful information and advicefor them as they approach thesecond draft. This could lead into adiscussion about effective critiqueand reinforce the importance oflearners thinking carefully abouthow they give feedback. Thecritique process is one whichlearners will have to practise sothey will gradually improve.● First best drafts ofpupils’ pages forinserts● Resource 7: Critiquetemplate, includingsuccess criteria for aninformative leaflet● Resource 8:Introduction tocritique4. Acting oncritiquePupils must showresilience as theyaim to improve theirfirst draft.Pairs of pupils should be giventime to make improvements totheir page of the insert. This willrequire them to look carefullyat the feedback they receivedduring the critique session andto show a resilient attitude asthey improve things which areperhaps difficult or awkward tochange. It is important that theteacher continues to hold learningconversations throughout thisstage to remind learners howto develop their independentlearning habits, so that theycan refine their outcome to aprofessional standard. The teacherwill need to judge carefully thestandard that they are expectingfrom each pair of pupils.● Resource 2: Learningconversations tipsActivities 3 and 4 could take place several times, as learners may need a number of opportunities to refinetheir outcome as they work towards perfecting it. The format of the critique sessions could change witheach new cycle – for example, pupils could carry out a self-critique or an expert could be invited to providefeedback before the final outcome.Ethical living Project-based learning – a new series75Volume5.4nCreativeTeaching&Learning3. Critique offirst draftsPupils experiencereceiving feedbackand practise givingeffective feedback.Pairs of pupils join up, swap insertsand write detailed feedback onanother pair’s inserts, linking backto the original success criteria theclass created. Pupils should bereminded of the critique guidelineson how to give effective feedbackand, if this is their first experienceof giving and receiving feedback,they should be introduced tocritique. Working in pairs will givelearners the opportunity to askeach other questions about theinserts. After completing theirwritten critique, pupils shouldreturn it to the relevant pair. Uponreceiving their critique, the teacherhas the opportunity to ask pairs toanalyse the critique they received,considering whether it provideshelpful information and advicefor them as they approach thesecond draft. This could lead into adiscussion about effective critiqueand reinforce the importance oflearners thinking carefully abouthow they give feedback. Thecritique process is one whichlearners will have to practise sothey will gradually improve.● First best drafts ofpupils’ pages forinserts● Resource 7: Critiquetemplate, includingsuccess criteria for aninformative leaflet● Resource 8:Introduction tocritique4. Acting oncritiquePupils must showresilience as theyaim to improve theirfirst draft.Pairs of pupils should be giventime to make improvements totheir page of the insert. This willrequire them to look carefullyat the feedback they receivedduring the critique session andto show a resilient attitude asthey improve things which areperhaps difficult or awkward tochange. It is important that theteacher continues to hold learningconversations throughout thisstage to remind learners howto develop their independentlearning habits, so that theycan refine their outcome to aprofessional standard. The teacherwill need to judge carefully thestandard that they are expectingfrom each pair of pupils.● Resource 2: Learningconversations tipsActivities 3 and 4 could take place several times, as learners may need a number of opportunities to refinetheir outcome as they work towards perfecting it. The format of the critique sessions could change witheach new cycle – for example, pupils could carry out a self-critique or an expert could be invited to providefeedback before the final outcome.5. Showcaseof the finaloutcomeTo celebratesuccess and holdlearners to accountin a real situation.The final showcaseis important,because learnersknow that there willbe a real audiencewho observe andgive feedback ontheir final outcome.Here, pupils gain feedback on theinsert from real people, ideallyincluding some people withmore experience and expertiseof ethical issues and those whoproduce inserts or magazines.There could be two stages to thefinal outcome:1. Host a showcase event inschool, inviting experts tocomplete critique forms toprovide feedback on the finalinsert. Depending on numbers,it may be helpful to join pairs ofpupils together with one expertso the expert has time togive quality feedback and askquestions of the learners.2. Place the insert in a real localmagazine or newspaper,or send it to parents andguardians at the school. Includea version of the critique form togain further ‘real’ feedback.● Copies of the insert● Organise experts –e.g. employees at anenvironment-focusedmagazine; olderstudents who havestudied some ethicalissues● Adapt Resource 7:Critique templateso it’s accessible forexternal experts● Refreshments?● Organise insert to bepublished and placed inlocal newspaper or senthome6. End of projectreflectionPupils developself-awareness oftheir own learninghabits and devisestrategies fordeveloping"
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Creative Teaching & Learning

PBL project plan: Ethical living

23 Jul 2015

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      string(290) "With so many makes and models, not to mention the large sums of money
involved, choosing which car to buy can be a daunting task for any adult.
In this latest PBL unit for KS3 and 4, Alexis Shea guides pupils through the
process of this significant purchase, preparing learners ..."
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process of this significant purchase, preparing learners for their future lives
as mature, responsible decision-makers."
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      string(5660) "easily compare different items based on thedifferent categories you included in Column A, youcan add filters.Do this by highlighting all of the data in thespreadsheet, going to the ‘Data’ tab and clickingthe ‘Filter’ button. You should see little dropdownboxes with downward black arrowheads appear ineach of the boxes on the first row.5. You are then able to use the dropdown boxesto manipulate your data. For example, using thecar example shown here, you may wish toprioritise only blue cars with a good fueleconomy.Spreadsheets become even more useful when you have lots of different things to compare in a variety ofdifferent ways. They can also be useful for comparing pieces of research, such as the example below.Resources/Resource 11 – Success criteria template.pdf© Imaginative Minds Ltd.Success criteria Critique (Please be kind, specific, helpful and honest.)InformationIs the written information easy tounderstand? Does it all make sense?Is the organisation of the informationeasy to follow? Is it broken into chunks?Do sections move obviously from less tomore complicated ideas?Is everything included? Are all sectionsfully complete, clearly explaining eachpoint?Is it written in a succinct way, givingdetailed information that is relevant tothe point without waffling?Is the information clearly based onevidence? Have any sources beenreferenced?Has the audience been considered? Isthe tone of the written informationappropriate?Is there a range of vocabulary? Havesubject specific words been included andused accurately?Is all the spelling, punctuation andgrammar accurate?PresentationIs it clear that the layout has beenplanned in advance so the whole pagelooks professional?Is there a common design theme runningthroughout which has been thoughtfullychosen to complement the information?Has attention to detail been paid? Doesevery aspect look complete and neat?Is it eye-catching? How have they usedpresentation techniques effectively, e.g.colour themes, fonts, layouts, etc.?Is the presentation or informationcreative? What’s different that mightcatch the readers’ attention?Any other kind, specific, helpful andhonest points?Resources/Resource 12 – Introduction to critique.pptxInformation for presenterThese slides introduce learners to the idea of critique. Your organisation may use different language when discussing learner feedback, in which case do not change. This resource is simply a basic overview showing some important principles of effective critique. They build largely on the work of Ron Berger and also link to Carol Dweck’s ideas on growth mindsets.Outline:Slides 2+3 introduce mindsets; it is important for learners to understand that they will only see feedback as useful if they believe that people can improve with effort.Slide 4 links to a video of Ron Berger and learners critiquing in action. More information on that here.Slides 5+6 give some key rules for taking and giving feedback.There are numerous additional activities you can use to reinforce these ideas, and it is likely that learners will need to be reminded of these points on several occasions.© Imaginative Minds Ltd.Everyone can get better at everything with effort.© Imaginative Minds Ltd.GRAPHIC BY NIGEL HOLMESWhat is critique?© Imaginative Minds Ltd.How?!To give feedback:Be kind, specific, helpful and honest!Focus on the learning, not the person.© Imaginative Minds Ltd.How?!To take feedback.Listen to it!Use it!© Imaginative Minds Ltd.Resources/Resource 13 – Deliberate Practice.pptxYou’ve got a growth mindset…Image: www.psych2go.net/your-mindset-can-and-will-change-your-life/© Imaginative Minds Ltd.You’re practising hard…Image: sujanpatel.com/business/the-truth-about-hard-work-and-entrepreneurial-success/© Imaginative Minds Ltd.Why aren’t you improving?Image: www.policyexchange.org.uk/publications/category/item/slow-progress-improving-progression-in-the-uk-labour-market© Imaginative Minds Ltd.DeliberatePractice© Imaginative Minds Ltd.Deliberate practice means practising in a very structured way with the specific goal of improving performance.Image: studentsuccess.unc.edu/setting-goals/© Imaginative Minds Ltd.Deliberate practice involves knowing exactly what your end goal is and breaking it down into smaller chunks.Image: www.imagethink.net/imagethink-2/how-to-draw-a-brain-in-5-easy-steps© Imaginative Minds Ltd.It is not practising easy things for long stretches of time or repeating the same thing over and over without stopping to think.Image: howyousayit.com.au/waste-time-content-marketing/© Imaginative Minds Ltd.It requires very specific feedback at regular points to help focus your practice.Image: www.smashingmagazine.com/2013/02/designing-great-feedback-loops/© Imaginative Minds Ltd.It means having to put hard effort into working on the specific areas that you are finding difficult.Image: www.chrisdonnellymusic.com/creativity-deliberate-practice-and-structure/© Imaginative Minds Ltd.Resources/Resource 14a – Poor verbal reflection.m4a2015-12-17T09:59:03+0000com.apple.VoiceMemos (iPhone OS 7.1)Resources/Resource 14b – More focused verbal reflection.m4a2015-12-17T10:28:33+0000com.apple.VoiceMemos (iPhone OS 7.1)Resources/Resource 14c – Verbal reflections prompt sheet.pdf© Imaginative Minds Ltd.Verbal reflections prompt sheetTo begin with, follow this structure. As you get more confident recordingverbal reflections, you may wish to create your own structure for each pointin the project.Setting the scene This is a reflection by [your name] The project I have"
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Creative Teaching & Learning

PBL project plan: Choosing my future car

11 Feb 2016

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      string(5658) "way?____________________________________________________________________________________________________________________________________How do you feel you are getting along with the other members of your group?_____________________________________________________________________________________________________________________________________________________________________________________________________________Have you learnt anything about communicating and learning relationships since starting the project?_____________________________________________________________________________________________________________________________________________________________________________________________________________Have you done anything really well on your own? ____________________________________________________________________________________________________________________________________________________________________© Imaginative Minds Ltd.Writing your diaryThings to think about…How do you feel about your effort level today?What did you think you did especially well? Why was this?What was the most important thing that happened this session? Why was this significant?What difficulties did you come across today?How did you try to resolve any problems that you met today?Why do you think you weren’t so good at a skill or task today? What specific thing can you do next time to improve on this?Is there anything that you have learnt in other lessons or outside school that would help you?Have you developed a plan of action for how you will move forward next time?What other resources might help you next time?© Imaginative Minds Ltd.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________© Imaginative Minds Ltd.© Imaginative Minds Ltd.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________© Imaginative Minds Ltd.© Imaginative Minds Ltd.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________© Imaginative Minds Ltd.© Imaginative Minds Ltd.© Imaginative Minds Ltd.Resources/Resource 10 – Introduction to critique.pptxInformation for presenterThese slides introduce learners to the idea of critique. Your organisation may use different language when discussing learner feedback, in which case do not change. This resource is simply a basic overview showing some important principles of effective critique. They build largely on the work of Ron Berger and also link to Carol Dweck’s ideas on growth mindsets.Outline:Slides 2+3 introduce mindsets; it is important for learners to understand that they will only see feedback as useful if they believe that people can improve with effort.Slide 4 links to a video of Ron Berger and learners critiquing in action. 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Creative Teaching & Learning

PBL project plan: Planning a celebration event

3 Dec 2015

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      string(381) "... the Buck Institute for Education’s website (www.bie.org). It describes three levels to assess the design of a project – ‘Lacks essential features of effective PBL’, ‘Needs further development’, and ‘Incorporates best PBL practices’. Definitions and practical examples are used to clarify the meaning of each dimension.According to ..."
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      string(5681) "enabled colleagues to see some studentsblossom in this learning environment, for example one head of departmentcommented: ‘The video programme produced … was excellent – something wewould never have expected him to do!’ As a consequence, this has encouragedmuch valuable reflection on classroom practice.Moreover, although we have not yet fully adopted PBL as a cornerstone of the Key Stage 3 curriculum, its repercussions continue to be felt strongly throughout the school community. Our whole-school CPD drive for the next two years will be driven by the qualities we want to see in all of our students,which manifested themselves in the project.In addition, a core of colleagues involved in the project, including myself,have continued smaller scale project work in their subject areas, securing fundsfrom various sponsors and designing sustainable projects that are allowing us to more confidently forge new partnerships with the larger community and become more outward-facing as a result.It has also been noticeable that the largest student cohort to volunteer to take part in the creative ventures and competitions run throughout the school since September has been Year 10 – the students who took part in the project. This is not a coincidence and encouraging creativity was one of our aims when we started out.Overall, the ideas and philosophy behind our project have had a lasting impact and are what have become embedded in our culture, ensuring the sustainability of the original aims of our project.Where next?As a result of the project, the curriculum at Key Stage 3 will gradually be adapted to incorporate the best aspects of project work in every year group. The idea, if not the exact process will be sustained. Currently, students continue to develop aspects of their projects independently, such as the completion of the recording of a CD at a local recording studio, and many are utilising the newly formed partnerships with local businesses to organise work experience. Equally as pleasing is the fact that local businesses know more of our students and welcome them in this capacity.Some of the exhibition work is being ‘curated’ out to various interested organisations around Manchester, such as The Salford Lads’ Club, which has a room dedicated to The Smiths and The People’s History Museum, so that the exhibits are receiving continued exposure to a wider audience.Projects now abound throughout Key Stage 3 across the curriculum, for example through projects such as The English Project (across a number of schools and English departments) and The Bloodhound Physics Project. Also, as a result of our newfound ability to attract external funding to support more ambitious ventures, we run the regular STEM Sustainable Power Project, sponsored by Kyocera Printing Solutions. We have also secured an English Heritage grant to create sustainable artefacts through project work and we are about to embark on creating a community allotment project.The Manchester PBL activity will take place again in its current format (butimproved from our last reflections, especially about sustainability) in 2015.An invigorating opportunityHaving the opportunity to make lasting contacts from outside the school andhave others take such an interest in our work has been priceless.As well as encouraging an exploration and an understanding of the local andwider community, the project allowed the students to explicitly recognise thekinds of skills needed in the 21st century workplace. It gave them access tobusinesses and both further and higher education institutions on their doorstep which has been incredibly valuable.Project-based learning has certainly been the beginning of our journey intobecoming a more outward-facing institution and has laid the foundations for the direction of development of our Key Stage 3 curriculum offer, especially for those students who lack aspiration and do not thrive in a traditional classroom setting. Although it was incredibly hard work, it was exhilarating and fulfilling and I feel immensely privileged to have been given the opportunity to make it happen.‘I loved it all, it was the best experience I’ve ever had in school.’Shuab, 9B2Planning your own projectPlanning a project takes a lot of thought! Good PBL comprises of a number of necessary elements, and for students to reap the full benefits, you’ll need to think about how you can incorporate all of them.Appendix 1 provides a project design rubric – essentially a mark scheme using the eight essential elements of PBL as criteria to evaluate your planned project and make the necessary adjustments to improve rigour. This rubric has been taken, with permission, from the Buck Institute for Education’s website (www.bie.org). It describes three levels to assess the design of a project – ‘Lacks essential features of effective PBL’, ‘Needs further development’, and ‘Incorporates best PBL practices’. Definitions and practical examples are used to clarify the meaning of each dimension.According to the BIE website, teachers ‘can use this rubric to guide the design ofprojects, give formative feedback, and reflect and revise’.Aside from planning the project itself, there are also a number of wider practicalities you’ll need to take into consideration should you wish the venture to prove successful and sustainable. These include:TimeMake sure at the outset that you plan and allocate time for the project. We had to plan quickly and evaluate rapidly and reactively – although this was an exhilarating and exciting process at the"
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Creative Teaching & Learning

PBL for beginners

21 May 2014

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