Products & Performances
Ultimately, students will create a multimedia product to advocate or educate a particular segment of our community about climate change. Student groups will present their projects in 10 minute small group presentations twice to different peer groups for peer review and feedback using the final project rubric (except for the final two scoring elements - planning notes and reflection). Students will also present their final project to the entire class prior to the class reflection discussion and then again at a classroom booth at the Idaho Falls Earth Day event on the fourth Saturday in April.
Reflection Methods
1. Reflection is integrated into the Assessing and Guiding Team Projects resource and Project Timeline for the instructor.
3. Students individually complete the BIE project reflection sheet after they retake the Knowledge/Attitude Survey.
4. Post Project Classroom Discussion - class circle discussion to debrief the project is planned for the day after final projects due (although it could also be done after the Earth Day booth event)
5. Finally, the instructor should reflect and revise after the project. The following questions are from an article by Melinda Kolk.
- Students and the instructor routinely revisit the Project Timeline Organizer during the regularly scheduled team meetings.
3. Students individually complete the BIE project reflection sheet after they retake the Knowledge/Attitude Survey.
4. Post Project Classroom Discussion - class circle discussion to debrief the project is planned for the day after final projects due (although it could also be done after the Earth Day booth event)
- Did you personally relate to the driving questions?
- Did you feel the project provided you opportunities to be creative?
- In what ways was group work beneficial to you?
- In what ways was group work NOT beneficial to you?
- How useful was the Project Planning checklist?
- In what ways did the Project timeline organizer help your group? Not help your group?
- Did you find the team meetings productive? Why or why not?
- What would have improved the team meetings?
- In what ways were the technologies selected by me helpful or not helpful?
- In what ways were the technologies YOU selected helpful or not helpful?
- In what ways do you feel prepared or not prepared to discuss climate change as a knowledgeable citizen?
- What parts of the project did you find most interesting? Least interesting?
- What was the most difficult part of this project?
- What will you remember about this project?
- How would you suggest improving it next time around?
- What would you tell next year's students to get ready for this project?
5. Finally, the instructor should reflect and revise after the project. The following questions are from an article by Melinda Kolk.
- Did the work students completed help them answer the essential question?
- How could I change the task to make it more interesting/challenging/successful?
- Where in the process did students have problems?
- Was there foundational knowledge that was missing or incomplete?
- What did the students enjoy the most? What did they like the least?
- Was the school or community interested in the project?
