“Competition makes us Faster; Collaboration makes us Better”
I am a person that needs closure and feedback. When I submit a paper to a professor, I anxiously await his review. Gone Girl was not the movie for me. A story or task needs to be tied up in a little bow. Students need this as well, but a sense of closure does not mean an activity or learning is finished. Feedback sparks new projects and sometimes an end to one journey is the beginning for another one to come.
This week, I focused on feedback. Feedback from a teacher is important, but to a ten year old, feedback from a peer is the gospel. In the past, my students created digital science portfolios instead of paper and pencil style science journals. During our last science unit in light students created an iMovie touching on all of the concepts we covered during the unit instead of creating a digital Ebook. (See below).
After students turned in projects, I found a new way to share student created videos in our school and with parents (thanks to some inspiration from a 3rd grade teacher). I downloaded each student iMovie from Showbie and loaded these videos to my personal Google Drive. Next, I got a sharable link from Google Drive and created a QR code for the link. Then, I imported the QR code into a Pages file (below) that included the standards covered during the unit.
Now, the iMovies can be scanned and viewed by anyone! I printed these files and posted them all over my room. I gave the following expectations to students:
1) You must review your assigned iMovie (I gave each student an assigned movie to ensure each student had at least one review).
2)You then have the freedom to view and review any other iMovie.
3)If you talk it must be about the activity. Then, I handed out feedback forms that required students to give a “glow” and a “grow” for each iMovie they watched.
I challenged students to write specific and helpful reviews and to view as many projects as possible. Then, they were off. The classroom was silent for fifteen minutes until small groups started forming around the room with students saying things like, “Did you see Gracelyn’s project yet?” “No.” “Well, it’s great. You should go watch it.”
After the activity, I read aloud some of my favorite student feedback forms. The feedback was specific and helpful! An instructor can tell a student one hundred times that a sentence does not make sense or that a fact is untrue, but a peer pointing this out is way more effective.
I posted the pages with QR codes in our hallway along with feedback forms, so students or guests that want to watch and review an iMovie can do so. The more constructive criticism one can get, the better projects become!