Listener Checklist Criteria
Presenting Projects: Audience Role
Providing Good Feedback
Classroom Project Presentation
Groups begin presentations for their unit project. Students provide constructive feedback on others' presentations.
The unit project serves as the final assessment. Students should demonstrate their understanding of unit concepts:
- Measures of center (mean, median, mode) and spread (MAD, range, interquartile range)
- The five-number summary and its relationship to box plots
- Relationship between data sets and line plots, box plots, and histograms
- Advantages and disadvantages of portraying data in line plots, box plots, and histograms
Goals and Learning Objectives
- Present projects and demonstrate an understanding of the unit concepts.
- Provide feedback for others' presentations.
- Review the concepts from the unit.
Give Feedback and Be a Good Listener
Explain to students that they will be presenting their projects for the next two days as well as using the rubric to evaluate other presentations.
As the first group does its presentation, ask the rest of the class to think about how it aligns with the rubric.
- Do the presenters speak appropriately? Are the visuals easy to see and understand?
- Do the graphs look accurate or seem reasonable, based on the data set and the measures?
- Is the presentation organized and easy to follow?
- Was the question that was addressed appropriately challenging?
- Does the conclusion seem reasonable, based on the evidence?
- Also ask about any project-specific criteria.
Give Feedback and Be a Good Listener
Today student groups will present their projects.
- You will fill out a feedback document for each presentation. Look at the feedback document. Practice—just once!—completing and saving it. Note that the project rubric is posted in the classroom for your reference.
- Look at the listener checklist. Your teacher will rate the class on these listening skills during the presentations, so try to use these skills as you listen to the presentations.
HANDOUT: Listener Checklist Criteria
Discuss the Math Mission. Students will present their projects and evaluate other students' projects.
Present your project and evaluate other students’ projects.
Each group will present its work while the rest of the students take notes and use the rubric to evaluate the presentation. There will be two days of presentations. Organize them so you can highlight the areas that need clarifying.
As students present, look for examples that will allow you to bring out misconceptions or difficulties that students have.
- Do students have difficulty understanding the mean? Which projects are good examples and which demonstrate the misconceptions?
- Do students interpret the graphs correctly?
- Do students understand that each graph has its limitations in what it shows and what can be read from it? Which projects could have used a more appropriate graph and which were good representations?
Have students speculate about how much they can generalize from their data.
- For example, if 30 sixth grade students are about 55 inches tall, are all sixth grade students about 55 inches tall?
- Does their data support a more general conclusion, or would they need more data?
Mathematical Practice 3: Construct viable arguments and critique the reasoning of others.
- Group presentations should include sound reasoning that is clearly communicated. Students listening to presentations should listen critically in order to provide constructive feedback.
- Complete the feedback document after each presentation.
- The presenters will have a chance to read your feedback. Do your best to make your comments honest, considerate, and specific.
HANDOUT: Presenting Projects: Audience Role
HANDOUT: Listener Checklist
Reflect on Your Work
Have each student write a brief reflection before the end of class. Review the reflections to find out which presentations students liked best and why.
Write a reflection about today’s project presentations. Use this sentence starter below if you find it to be helpful:
My favorite presentation was _______ because …