Students Collaborate on Authentic Feedback Across Schools
Learning to give and receive feedback on your work to improve your product is an important skill for success in all post-secondary environments. Students from Clark Street Community School (CSCS) and Middleton High School's Center for Advanced Professional Studies (CAPS) program recently engaged in a collaborative project focused on giving and receiving authentic feedback. This initiative provided valuable real-world experience and fostered a deeper understanding of professional skills.
At CSCS, students participated in a Zombie apocalypse seminar, where they created a mathematical model of real-world pathogen spread, presented as a public relations document. Meanwhile, CAPS students took on the role of digital marketing agency representatives, conducting a social media and website audit for a local nonprofit.
Feedback Process and Reflections
The feedback sessions were dynamic, involving various formats such as roundtable discussions where students shared their work and received both written and verbal input from peers. This approach allowed participants to hone their communication skills and gain diverse perspectives on their projects. Students also had the opportunity to provide feedback to staff about the sessions. At CSCS, students advocated for changes to the feedback form to improve guidance for advancing their math model process.
After each session, students reflected on the value of specific feedback and acknowledged that providing effective feedback requires practice. They noted the importance of having a specific draft to critique, understanding the "why" behind their projects, and offering unique perspectives on social media strategies. Narrowing down suggestions was also highlighted as crucial for actionable feedback.
Learning Outcomes
Beyond project-specific feedback, students exchanged insights about their learning experiences at CSCS and within the CAPS program. This cross-pollination of ideas fostered a deeper understanding of different educational approaches and professional skill development. The collaboration exemplifies the power of authentic, profession-based learning experiences, preparing students for future academic and professional challenges.
Teachers Involved: Mary Lee McKenzie, Shane Leadholm, Brian Zimdars