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.
Interactive examples to plan for the importance of centering social justice in elementary science classrooms.
Explore ways to select science read-alouds that center justice
This professional learning resource shares the story of the Seattle Public Schools science specialists and how they organized professional learning communities across the district to inquire about justice-centered science teaching and learning.
This site is primarily funded by the National Science Foundation (NSF) through Award #1907471 and #1315995