Feedback

= = = = = = = = == = = =//**FEEDBACK:**//=

11/12/10 4:00-5:30 p.m. Dawn June, educator at Greenbriar Elementary, sat down with me to review, discuss, and give feedback on this unit. Here are the positives, negatives and suggestions in which she left with me.

"I liked that you started with the activity connecting to background knowledge. You gave them an experience without rules which was refreshing. In general the the card game activity helps them come up with the "whys" instead of being told why it is important. They are used to so many rules at school, at home, at a restaurant, etc. that they sometimes don't know what it feels like to not have any rules. This opening activity gave them insight into how that feels. The product was a good choice of applying rules without having to make their own classroom rules. The classroom book can be kept and used for teaching social stories for younger students or students with disabilities."

"Be careful in the second grade card game that you don't "help" those with directions TOO much because then the conversation will be about "you helped them, not us" instead of "they had the rules and we didn't". Give directions, even read them, but leave them to their games after that."

"I like how the fourth grade started with how the government works and then got to go through the process. It was on their level, it was purposeful with an outcome that would affect their daily school life. All students also had a say in it, whether they agreed or not. It gave them the opportunity to communicate appropriately to get their point across without yelling or fighting. The website is concise and kid friendly, with student-focused language and nice visuals. Where did you find this?"

"An extension idea could be to use the persuasive writing format. If the committees have difficulty coming to an agreement on passing a bill, then they can write giving reason as to why the bill should or should not be passed. Another option you could consider is having the students petition the PBS committee for a right they believe they deserve, for example the the right to whisper in the hallway during restroom breaks or the right to sit by a friend during lunch. They could write a formal (business) letter to request this reconsideration."

"The assessment piece was a good self reflection for students. Rubrics don't offer that opportunity and at this age, it fits."