My seniors, who have been researching their self-selected topics under the umbrella of “The Future of Work,” have completed their first round of research. We had roughly four days (we meet for 90 minute blocks) to delve into our research guide. Students formed Birds of Feather groups by interest and designed their research questions as well as inquiry project jobs for each member.
This past Wednesday I felt students needed an opportunity to assess the information they had collected so that they could see what information they had (or didn’t have!) and what they still needed, especially since roughly 1/4 of the class has struggled to use class time given for taking notes. We have used a range of notetaking tools: an assortment of graphic organizers and even Google Forms (I ran a mail merge and printed these out for students). After returning all notes to students, we used this past Wednesday to look at our work and break out each note onto an individual sticky note.
Once students had completed compiling their notes onto the sticky notes, I asked them to look at their work and group “like” ideas together. They then were asked to come up with a label or category for the notes. Students then received a large oversize poster sticky note and did the following steps:
- Wrote their research question and name at the top.
- Drew a t-square grid.
- Wrote each category of notes.
- Taped/stuck the notes into the appropriate square on the grid.
Once the posters were completed, we hung them together by groups; I created colorful placeholders for each group along with a copy of their research plan to anchor each gallery of work.
Once students finished this part of the activity, they completed a self-assessment of their progress on their inquiry so far: Post Research Round 1 Reflect and Assess September 20 2017 Period 1B 12th ELA Honors .
As part of the self-assessment, students were asked to reflect on what information they had and what they still needed after they had reviewed their visual poster of their notes. This part of the activity was helpful because I was extremely impressed by students’ assessments of their progress and next steps for finding the information they still needed. In addition to being a meaningful and reflective exercise, this activity has generated interest from students and teachers traveling in our hallway! How do you build in self-assessment opportunities into your inquiry projects? How do you help students reflect on the information they are gathering and then determine what they still need and how to move forward?