Acquiring Audience Feedback on a Published Product | ELA Community Activism PBL (Lesson 6 of 6) | 6-8, 9-10, 11-12

Instructions

Materials Needed: 

• ELA Community Activism Project-Based Learning (PBL) Resources
• ELA Community Activism PBL Project Planning

Instructions

This instructional idea is the sixth in a six-part set that provides 6-12 ELA teachers with sample procedures and resources for implementing a community activism project-based learning project addressing the ISTE Student Standards. Throughout these six instructional ideas, students will identify a local community issue and community stakeholders, conduct research, synthesize and publish their research for an authentic audience, and seek feedback on their final product. 

In this part (6 of 6) of the project, students will use technology to seek feedback about their original product and reflect on their learning. This instructional idea can be used to guide students to use technology to seek feedback for any topic. 

Step 1: Own It

• Ask students to do a Think-Pair-Share on the following questions:
  • What is “feedback?” What types or methods of feedback have you experienced? 
  • In your opinion, how is feedback important for learning?

Step 2: Learn it

• Say: “Feedback is an important part of learning and growth. 
  • Present students with a brief summary of different types of feedback. Consider sharing or pulling from the resources below: 
    • Types of Feedback (Federation University) 
    • 5 Different Types of User Feedback Tools (Digital Doughnut) 
  • Ask students to connect: “What are examples of feedback have you received in a school setting? In what instances was that feedback delivered using technology?” 
• Say: “Today we will select an online tool for acquiring feedback on the product you created. Take some time to explore the different feedback tools below. As you explore, answer the following questions: 
  • What type of feedback is possible with this tool? 
  • From whom will I seek feedback? How will the features of this feedback tool support these users? 
  • Which tool will provide the best form of feedback for my product?”  
• Resources for Digital Feedback 
  • Google Forms 
    • Resource: How to use Google Forms (Google)
  • Survey Monkey
    • Resource:  How to Create a Survey (Survey Monkey) 
  • Flipgrid
    • Resource: Getting Started with Flipgrid (Flipgrid) 
  • Peer Grade
    • Resource: Getting Starting with Peer Grade (Peer Grade) 
  • Padlet 
    • Resource: A Tech-Friendly Peer Feedback Strategy (Class Tech Tips) 

Step 3: Share It 

• After students have had time to explore the digital forms of feedback, ask them to select a tool and design their feedback for their audience or target users. 
  • Scaffold: At this point, students might need an exemplar or sample question set from which they can design their feedback form. 
    • For the ELA Community Activism Project-Based Learning Instructional Idea set, you might consider asking students to include the following questions: 
      • How did this product change your understanding of the community topic/issue? 
      • In what ways was this product effective/not effective in achieving its purpose of [describe product purpose here]? 
      • To what degree did this product inspire you to [complete an action]? 
      • In what  ways is this productive effective in communicating its message? In what ways can it be improved?