Project Presentations (Feedback)
Student groups make their presentations, provide feedback on other students’ presentations, and get evaluated on their listening skills.
In this culminating event, students present their project plan and solution to the class. The presentation allows students to explain their problem-solving plan, communicate their reasoning, and construct a viable argument about a mathematical problem.
Students also listen to other project presentations and provide feedback to the presenters. Listeners have the opportunity to critique the mathematical reasoning of others.
- Present project to the class.
- Give feedback on other project presentations.
- Exhibit good listening skills.
- Reflect on the problem-solving process.
Discuss the Math Mission. Students present their project and evaluate other students’ projects.
Present your project and evaluate other students’ projects.
To the degree possible, make today’s routine consistent with that of the previous lesson. (You will save time if you don’t have to explain differences, and it will feel fairer to students if you treat everyone the same.) Still, if some aspect of the previous lesson’s routine was difficult or troublesome, you may choose to adjust the process.
Remind students that the presentation order is randomly determined. Assign today’s student timer.
Make sure that students can access their Feedback Form.
Ask for a show of hands:
- Who remembers what they did well yesterday as a listener?
Remind students that listening is sometimes active—asking questions, making comments, or providing some kind of support to presenters.
Make sure students know when you will make the evaluations available. Students can then access evaluations of their own project, as well as feedback from their classmates.
Help the project presentations flow in an uninterrupted manner. Continue to evaluate both projects and listeners. After the first presentation, remind listeners to use the feedback document. Support the presenters as before.
To wind up the final project work day, summarize the mathematics from the presentations.
SWD: Students with disabilities may have difficulty taking notes during presentations. Consider ways to support students as they participate as audience members:
- Provide students with note-taking templates to encourage students to identify and take down certain types of information and/or particular observations.
- Provide students with copies of peers’ notes to supplement their own.
- Allow some students to simply observe the presentation (if they are unable to listen and take notes simultaneously).
- Model how to take notes during a presentation so that students have a clear idea of the expectations for note-taking.
ELL: Consider creating a written summary of the mathematics from the presentations. Some ELLs may benefit from this.
Have students share general comments about the projects:
- Do the projects show a good understanding of 2-D and 3-D measurement? Why?
- Did you think projects were well presented and clear? Why or why not?
- What did you learn today?
ELL: As with previous oral discussions, be sure that ELLs are clear about the purpose of the discussion and are able to participate (even if their pace or the accuracy of their contributions is lower than that of other English-native students).
- Complete the Feedback Form after each presentation.
- Remember to make your feedback honest, considerate, and specific.
HANDOUT: Listener Checklist
HANDOUT: Providing Good Feedback
HANDOUT: Project Rubric: Presenting Projects
Look at Feedback
Let all students access your completed Listener Checklists.
While students are viewing the ListenerCchecklists, give presenters access to these documents:
- Your evaluation of their project (rubric scores and comments)
- Their classmates’ feedback on their project
Look at Feedback
Sit with your partner and look at your teacher’s completed rubric for your project.
After you read the criterion scores and any comments your teacher made, talk with your partner.
- Do you have comments or questions about the evaluation? If so, write your teacher a brief note.
Look at Feedback
Let partners sit together while they review these documents. Make sure students know that they have a place on the project rubric to make a comment or ask you a question.
Look at Feedback
Review the set of feedback documents that your classmates completed about your project.
- Which rubric criteria do your classmates think you handled well?
- Are there aspects of your project that any of your classmates had trouble understanding? If so, what are they? Did a number of students have difficulty understanding this aspect of your project?
Reflect On Your Work
Have students do a reflection at the end of the second day, thinking back to what they learned during the unit. Share responses if there is time.
ELL: As in previous lessons, when writing the reflection, allow some additional time for ELLs to discuss with a partner before writing, to help them organize their thoughts. Allow ELLs who share the same primary language to discuss in their language of choice, if they wish, and to use a dictionary.
Write a reflection about today’s project presentations. Use the sentence starter below if you find it to be helpful.
If I could go back in time, the thing I would change about my project or presentation is …