See how fifth-graders are supported to provide meaningful feedback on each other’s developing explanatory models. Through a gallery walk, written sticky note feedback, and time for consideration of feedback, students have opportunities to consider whether and how they might revise their models.
Key to an intellectually generative gallery walk is divergent thinking – rich and diverse models encompassing varied ideas and ways of reasoning. Being exposed to others’ reasoning, and receiving feedback on their own, can help students expand their sensemaking and experiences of what it means to participate in science.
Check out this research article on peer feedback in science: Tasker, T. Q., & Herrenkohl, L. R. (2016). Using peer feedback to improve students’ scientific inquiry. Journal of Science Teacher Education, 27, 35-59.
A case study for establishing distributed leadership capacity among teachers across a district.
A tool to support teachers in learning about Ambitious Science Teaching (AST) tools for action research purposes.
Interactive examples to plan for the importance of centering social justice in elementary science classrooms.
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995