Part 3: Scheduling for Growth

Formative feedback in project-based learning should be like a visit to the doctor rather than an autopsy. The point is to help the patient live a better life, not determine what went wrong once the patient is already dead. When scheduling, that means you’ll have to build in time to review the projects and provide formative feedback and also provide time for students to receive that feedback, ask any questions they might have about it, and incorporate it in revising and iterating their projects. Your combined efforts might still not result in a perfect outcome, but you can certainly ensure projects don’t die a horrible death that could have been prevented.

  1. Preliminary stage: students gather information about factors that affect the flow of water in the cycle and what the effects may be if the flow is interrupted. They consider the audience they’re trying to reach and then generate ideas about how to communicate through an interactive exhibit that encourages the audience to learn and act. Students present sketches, prototypes, or outlines. At this stage, the teacher evaluates the quality of the information and the feasibility of the project. If the project is not challenging enough, or if the project is too ambitious, the teacher can help students make adjustments and help identify resources they can use.
  2. Execution: Students build their museum exhibit, code devices, and prepare informational signs as needed. At this stage, the teacher and students evaluate the product according to the standards agreed upon at the start of the project. The students adjust their work plans to ensure any problems are addressed.
  3. Final details and preparation for presentation: Students finalize their exhibits and share it with their peers and outside guests. Once again, the teacher and students evaluate the product and planned presentation according to the standards agreed upon from the start and address any shortcomings.
  4. Presentation, revision, and reflection: After sharing with an audience and the teacher, students get one more opportunity to refine their product, if possible, and to reflect upon their product and performance.

Read the other articles in this series:

Part 1: What is “Formative Assessment”?
Part 2: Setting Goals
Part 3: Scheduling for Growth
Part 4: Frameworks and Feedback

Instructional coach, technology enthusiast, macro photographer always looking for new things to learn.

Get the Medium app

A button that says 'Download on the App Store', and if clicked it will lead you to the iOS App store
A button that says 'Get it on, Google Play', and if clicked it will lead you to the Google Play store