Lesson Plan 8

Student groups unpack the feedback provided by CAL and make necessary revisions.

1. CaL Note Book
2. Pencil/Pen
3. Blackboard + Chalk
4. Blank sheets of paper to write feedback
5. Printed or digital copies of students’ introductions with CaL feedback
6. Copies of the “Introduction” section of the rubric.

TEACHERS PLEASE NOTE: Once you receive feedback from City as Lab,  there can be two scenarios. 

Scenario 1: Their submission is accepted without any changes in which case “Congratulations!” you are done with phase 1! 

Scenario 2: The more likely scenario is that the CAL team has provided feedback to the students to fortify their RQ, Rationale and Hypothesis before moving to Phase 2.

This lesson will help you help your students unpack and make sense of the feedback provided by CaL and make necessary revisions.

Prep Needed by the Teacher:

1. 1. Review the feedback provided by the CaL team for every submission so that you understand it. Clarify any doubts you have with the CaL team before you meet your students.
   2. Review the “Introduction” section of the CaL Rubric. 

Step 1. Group-work- Review (10-15 min): Distribute digital or printed copies of students’ submissions with the feedback  from CaL to every group.Give students 10 min to review the feedback and discuss the following questions in their groups. Walk around to clarify any doubts they may have.

1. What are the major changes we need to make? 
2. What are the minor changes we need to make?
3. What do we NOT need to change at all?

Step 2. Group Work- Action Planning (30-35  min): Students create and fill out the following table to make their action plan. If you can do this on a shared Google doc, then you can keep track of what students have planned and it’s easier for students to collaborate and update their plans.

Once  their action plan is made and approved by you, they can begin their work of revising. The DEADLINE for finishing all revisions is BEFORE the next class so they have to fill the last column in the table below with the same date.

TEACHERS PLEASE NOTE: Some examples of the kind of feedback students may receive and action steps they may plan:

• If the personal reasons in the rationale are not sufficient or convincing then the CAL team might ask the students to do a community visit to build a better case.

Eg: If the research question is “What percentage of buildings in BDD Chawl Worli are fire-compliant?” and the feedback is that the students need to build a better case for asking this question in their rationale, CaL may recommend doing a community visit. Students then may decide to visit some buildings in their chawl and collect photographic evidence of the non-compliance to build a better case. 

• If available secondary research is insufficient and students are unable to find enough valid sources to build a strong rationale, then the CaL team may ask them to interview an expert and use quotes from the interview to build an argument for why their RQ is important. Students would then need to do the same and rewrite the rationale.

• If the hypothesis needs refinement, The CaL team may recommend that the students do mini data collection to point them towards the right direction.

Eg: If the RQ is “Are the electric boards in the slums of Pratiksha Nagar safe?” then the students visit 4-5 boards in the slums and form their hypothesis based on this observation.

Students incorporate suggested changes and improve their if necessary and being working on their research.