PBL - What Is The Next Threshold?

BIG HISTORY PROJECT / PROJECT BASED LEARNING (PBL) 1
TEACHING MATERIALS
PROJECT BASED
LEARNING
What is the next threshold?
PROJECT BASED LEARNING AND THE BIG HISTORY PROJECT 2
TEACHER DIRECTIONS 4
GROUP DIRECTIONS 10
THRESHOLD WORKSHEET 12
PROJECT CHECKLIST 13
INFORMATIONAL WRITING RUBRIC 14
PRESENTATION RUBRIC 15
COLLABORATION RUBRIC 16
SAMPLE PEER-REVIEW PROCESSES 17
FEEDBACK TABLE 24

TEACHING MATERIALS
PROJECT BASED
LEARNING AND THE BIG
HISTORY PROJECT
Using a Project Based Learning (PBL) approach, Big History Project students invent a species,
ask how many people the Earth could support now and 100 years from now, and anticipate the
next threshold of increasing complexity.
Why PBL & BHP?
The goals of the Big History Project include: inciting wonderment in students about the world
they inhabit; encouraging them to consider what it means to be human; and instilling in them
an interest in lifelong learning about the Universe. PBL embedded in BHP allows students to
dive deeply and creatively for solutions to driving questions related to complex interdisciplinary
issues. Combining PBL and BHP creates meaningful student-driven learning experiences.
What is Project Based Learning?
PBL is a method of instruction that has students take part in an extended inquiry around a
complex question, problem, or challenge. For more information on the PBL method, please see
the Buck Institute for Education (BIE) website at http://www.bie.org/. We recommend reading
about the “Essential Elements” of PBL, as well as digging into a model PBL lesson from
the “Project Search” source on the site’s Home page. You can also view videos of example
projects and learn how PBL has been integrated into schools at http://www.bie.org/videos/cat/
what_is_pbl.
What are the essential elements of PBL1
?
• Focusing on significant content
• Developing 21st-century skills
• Engaging students in in-depth inquiry
• Organizing tasks around a driving question
• Establishing a desire to know
• Incorporating revision and reflection
• Including a public audience
What are the benefits of PBL for your students?
PBL allows for more student voice, choice, and agency than are seen in many curricula.
Research has repeatedly shown that when students are given this autonomy, engagement and
learning increase. In PBL, learning is made personally relevant when students are given license
to be creative with the project outcome and drive their own progress toward that outcome.
1
Adapted from the Buck Institute for Education.

TEACHING MATERIALS
Where are the projects in the BHP units?
• In Unit 5, LIFE, students respond to the prompt “Invent a species” by inventing a species
that could adapt and evolve from the current tree of life.
• In Unit 7, AGRICULTURE CIVILIZATION, students calculate and support their answer
to the question “How many people could Earth support now and 100 years from now?”
They also write narratives describing the conditions needed to support their calculations.
• In Unit 10, THE FUTURE, students predict and describe the next threshold of increasing
complexity the world will cross.
What does it take to facilitate a BHP PBL project?
• Each project requires about two weeks (including in-class and out-of-class work time).
• You will need five to seven instructional days for the project. This includes kick off,
project introduction and mini-activities, checkpoints, and a culmination day. However,
if your students have difficulty meeting outside of class you’ll need to provide additional
in-class work time.
• Students will need to spend an additional five to 15 hours outside of class to produce
quality projects.
• Be prepared to:
- Prioritize project-related homework for the duration of the project.
- Devote extra class time for student group work.
- Support students in learning project-management skills, such as planning, setting
group norms and expectations, adhering to deadlines, and sharing work equally.
- Invite family, community members, other teachers, and administrators to view the
student projects and attend the culminating presentations.

TEACHING MATERIALS
TEACHER DIRECTIONS
Introduction
Project Question
What’s the next threshold?
Project Objective
In groups, your students will determine the next threshold of increasing complexity. They will
predict the next threshold using their knowledge of big history and their understanding of
the eight major thresholds they studied throughout the course. They will answer question such
as: What ingredients will be important? What Goldilocks Conditions will make circumstances
“just right” for a new level of complexity?
Student Deliverables
A. Threshold card
B. Newscast or podcast script
C. A presentation of their newscast or podcast
Pacing
This is intended to be a unit that lasts approximately two weeks or 10 school days. However,
the unit provides a structure that is loose enough to be made shorter or longer. We do suggest
a particular instructional sequence, which is outlined below. The instructional sequence gives
ideas for facilitating the major checkpoints in the project. You can decide whether or not stu-
dents are given in-class time to work between checkpoints.
Standards
Writing 9/10
• CSS.ELA-Literacy.W.9-10.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-Literacy.W.9-10.7 Conduct short as well as more sustained research projects to
answer a question (including a self-generated question) or solve a problem; narrow or broaden
the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
• CCSS.ELA-Literacy.W.9-10.8 Gather relevant information from multiple authoritative print and
digital sources, using advanced searches effectively; assess the usefulness of each source
in answering the research question; integrate information into the text selectively to maintain
the flow of ideas, avoiding plagiarism and following a standard format for citation.

TEACHING MATERIALS
Speaking and listening 9/10
• CCSS.ELA-Literacy.SL.9-10.1 Initiate and participate effectively in a range of collaborative dis-
cussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics,
texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
• CCSS.ELA-Literacy.SL.9-10.2 Integrate multiple sources of information presented in diverse
media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of
each source.
• CCSS.ELA-Literacy.SL.9-10.4 Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and task.
• CCSS.ELA-Literacy.SL.9-10.6 Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.

TEACHING MATERIALS
Instructional Sequence
I. PROJECT KICKOFF (DAY 1)
Advanced Preparation
- Post the following questions around the classroom on individual pieces of chart paper:
• What do you think will happen in the future?
• Will humans colonize other planets? How?
• Will artificial intelligence (AI) surpass human intelligence? What will AI be able to do?
• Will we develop innovative new sources of food and energy? Like what?
• Will humans go extinct? Why?
- Copies of the eight threshold cards from BHP.
Sequence
1. Kick off the project by having students walk around the classroom and write their
responses to the posted questions on the chart paper. Spend about 20 minutes doing
this so all students have time to visit all questions.
2. Split the class into five groups. Assign one question to each group and ask each group
to synthesize each member’s responses to the questions. Give each group five minutes
to synthesize and three minutes to present to the class.
3. Hand each group a threshold card.
4. Each group will get the remainder of class to review its threshold card and identify
the ingredients, the Goldilocks Conditions, and the new complexities.
II. GROUP FORMATION AND PROJECT DIRECTIONS (DAY 2)
- Copies of the Next Threshold Group Directions document for each student
- Copies of the Threshold Card Worksheet for each student
- Copies of each rubric
• Next Threshold Project/Score Sheet
• Collaboration Rubric
- Optional: Copies of articles/books from the student resource list
- Form Student Working Groups
• Try to form an even number of groups. This will be important for the peer-review
process.
• We suggest two to four students in each group. We recommend mixed ability.
- Decide on checkpoint due dates as well as final presentation date.

TEACHING MATERIALS
Sequence
1. Start the day by playing a podcast and a newscast for your students.
a. For podcasts, we suggest finding a shorter podcast on the NPR website (www.npr.
org). The Morning Edition often has short, well-done pieces (http://www.npr.org/
programs/morning-edition/). You can also find podcasts on the Internet that might
have particular relevance to your students.
b. For newscasts, we suggest something humorous, such as on the Onion News Network
(http://www.theonion.com/video/ninja-parade-slips-through-town-unnoticed-once-
aga,14181/). Screen all videos carefully before showing to your class. You can also find
something more serious on the CNN (www.cnn.com) or BBC (www.bbc.com) web-
sites.
2. Introduce students to their project groups.
3. Hand out Next Threshold Group Directions and rubrics to each student.
4. Walk students through the handout. Give due dates and describe the project (have the
Group Directions in hand to read from if needed). Inform students that they will receive
a group grade for this project; however, individual scores will be adjusted based on
collaboration points (see: Collaboration Rubric).
5. Offer time for QA.
6. Task them with planning how they will complete the project and dividing up the project
as necessary
• OPTIONAL: Assign roles to students to help with the division of work.
• Leader — allocates work, removes obstacles, breaks “ties” if collaboration breaks down,
and ensures the final product meets the project requirements.
• Project manager — helps determine deadlines, establishes schedule to meet the
deadlines, tracks deliverables, and keeps group on task.
• Researcher — leads research efforts.
• Communicator/synthesizer — leads group during sharing periods, summarizes team
progress during checkpoints.
7. Handout Threshold Card Worksheets to each student. Have each student complete the
worksheet with his/her own ideas.
8. In project groups, have students share their Threshold Card worksheets. Give each stu-
dent two minutes to share initial ideas about the next threshold of increasing complexity.
9. Direct each group to use the initial ideas to help decide what next threshold they will
pursue for this project.
10. Remind them that Checkpoint 1, Draft Threshold Card, will occur in about two days.

TEACHING MATERIALS
III. CHECKPOINT 1: DRAFT THRESHOLD CARD (~DAY 4)
- Ensure class is aware of your checkpoint dates, especially if they’ve been moved for
any reason.
Sequence
1. On checkpoint days, remind students that the objective is to ensure that they are on
track and making progress. Allow students to work on their projects as you check in
with each group.
2. Check in with all groups to field questions, gauge progress, and provide guidance and
feedback as needed.
• If students have completed Checkpoint 1 – Draft Threshold Card, sign off on one of
their Group Directions documents. Consider signing off on group plans and progress
before they proceed.
• Consider having students ask another group to evaluate their group decision and
key features of their threshold card before you evaluate them yourself.
3. Remind students that Checkpoint 2 – Draft Script for Newscast/Podcast will occur in
about two days.
IV. CHECKPOINT 2: DRAFT SCRIPT FOR NEWSCAST/PODCAST (~DAY 6)
- Make a copy of the Feedback Table for each student.
- Review the Sample Peer-Review Processes document and decide how you will facilitate
peer review.
- Make sure class is aware of your checkpoint dates, especially if they’ve been moved
for any reason.
Sequence
1. Make sure students have enough copies of the draft of their newscast/podcast script
to share during peer review.
2. Remind students of the importance and process of peer review: to respectfully give and
gain feedback and constructive criticism on their project from other students. Students
will use the Feedback Table to give written feedback and then discuss. Remind students
that if they don’t take peer review seriously, it will negatively impact their individual
grade.
3. After the peer-review process, have groups sign off on each other’s Checkpoint 2.
4. Make sure students revise following peer review, and remind them that Checkpoint
3 — Revised Script for Newscast/Podcast will occur in about two days.

TEACHING MATERIALS
V. CHECKPOINT 3: REVISED SCRIPT FOR NEWSCAST/PODCAST (~DAY 8)
ADVANCED PREPARATION
- Make sure class is aware of when their produced newscast/podcast is due.
Sequence
1. This should be a working class period but remind students that they should have a revised
final newscast/podcast script complete and ready to be approved for production.
2. Make sure all scripts are sufficiently thorough before approving them for production.
3. During the check in, ask students if they need help accessing materials/technology for
their newscast/podcast.
VI. PRESENTATIONS
- Make copies of the Collaboration Rubric for each student.
- Make copies of the Threshold Project/Score Sheet (one for each group) for your teacher
scoring.
- Predetermine the order of presentations.
- Optional: Make a rule in which each group has to ask the presenting group a thoughtful
question.
- Optional: Post all the newscasts and podcasts to the BHP YouTube channel and have
students share with family friends. You could have a competition: whichever newscast/
podcast gets the most views or likes in a set period of time, wins.
Sequence
1. Facilitate the showing/playing of newscasts/podcasts according to class norms.
2. Remind students that they should spend one minute introducing the video/audio before
it plays, and then allow about three minutes of QA each “broadcast.”
3. Have students complete the Collaboration Rubric.
• The Collaboration Rubric is used to gauge individual participation in and contribution
to the group project work. This helps avoid negative group dynamics and reduces the
possibility of unbalanced participation.
• On the Collaboration Rubric, each student evaluates him/herself and his/her
group members.
• Use this rubric to adjust individual grades for the project.
• Stress to students that although they are given a project grade, this grade can be
impacted by individual participation within the group.

PBL: WHAT IS THE NEXT
THRESHOLD OF INCREASING
COMPLEXITY?
Group directions
Group Name
Group Members
Project Question
What’s the next threshold?
Task
In groups, you will determine the next threshold. You will predict Threshold 9 by using your
knowledge of big history and your understanding of the eight major thresholds that you studied
throughout the course. You will answer questions such as: What ingredients will be important?
What Goldilocks Conditions will make circumstances “just right” for a new level of complexity?
Final deliverables are due on:
Deliverables
A. Threshold card
C. Newscast or podcast (to be presented in class)
A. Threshold card
Develop a threshold card that has the same components as the other threshold cards you
have seen in the course. Your threshold card should include: The name of your threshold,
the ingredients of your threshold, the Goldilocks Conditions of your threshold, and the
emergent properties of your threshold. You will be required, as part of your newscast or
podcast, to provide an argument about why you chose this threshold.
You will create and produce a newscast or podcast from the future (that is, from the time
that your new threshold begins). As part of this newscast/podcast you will provide the evi-
dence, trends, patterns, and processes that gave rise to this new threshold. You will also
report on the impacts on civilization – how life has changed or will change for humans and
other organisms. Consider including a case study or interview with someone who has
been impacted by the development of the new threshold. To produce your newscast or pod-

cast, you will first draft and finalize a script that will be the basis for the production. This
script will be evaluated by your teacher.
C. Newscast or podcast (to be presented in class)
This is the presentation of your newscast/podcast. Please see the Resources listed below
for guidance on how to produce your piece.
Timeline and Checkpoints
As a group, use the template below to plan how you will complete all the deliverables by the due
dates. Your teacher will sign off on each checkpoint. Successful completion of each checkpoint
will be factored into your final grade. You and your partners will receive the same grade for
the project. This grade will then be adjusted individually based on Collaboration Rubric scores.
A. Draft threshold card Date due:
B. Draft of script for newscast/podcast Date due:
C. Revised script and production plan Date due:
Resources2
For this final project, you will conduct your own research as a means of supporting your claims.
As always, remember to use claim testers (logic, evidence, authority, intuition) to validate each
source. We have provided some resources that may help you and your team create your podcast
or newscast.
Podcast How-to’s
1. http://www.digitaltrends.com/how-to/how-to-make-a-podcast/
2. http://www.howtopodcasttutorial.com/00-podcast-tutorial-four-ps.htm
3. http://computer.howstuffworks.com/internet/basics/podcasting.htm
4. http://www.bing.com/videos/search?q=how+to+make+a+podcastmid=8CC1FDE73D66B
528977B8CC1FDE73D66B528977Bview=detailFORM=VIRE1
Newscast How-to’s
1. http://www.ehow.com/facts_7437781_do-create-newscast_.html
2. http://desktopvideo.about.com/od/videoprojects/ht/How-To-Make-A-Newscast.htm
3. http://home.utah.edu/~u0288525/videosite/formats/news.html
2
You may draw from any Big History Project resources, the resources provided here, or any resources that you
find in your own research.

9
Today13.7 billion
years ago 5000 years ago1 billion years ago
THRESHOLD 1
THE BIG BANG
THRESHOLD 2
STARS LIGHT UP
THRESHOLD 3
NEW CHEMICAL
ELEMENTS
5 billion years ago
THRESHOLD 4
EARTH THE SOLAR SYSTEM
THRESHOLD 5
LIFE ON EARTH
1 million years ago
THRESHOLD 6
COLLECTIVE LEARNING
THRESHOLD 7
AGRICULTURE
1000 years ago
THRESHOLD 8
THE MODERN
REVOLUTION
What does the future hold? Use your knowledge of big history and
your understanding of the eight major thresholds we’ve studied to
predict Threshold 9. What ingredients will be important? And
what Goldilocks Conditions will make circumstances
“just right” for a new level of complexity?
THRESHOLD
THRESHOLD 9
GOLDILOCKS CONDITIONS NEW COMPLEXITYINGREDIENTS
BIGHISTORYPROJECT/PROJECTBASEDLEARNING(PBL) 12

PBL: WHAT IS THE NEXT
THRESHOLD OF INCREASING
COMPLEXITY?
Project Checklist
Project Component Notes Score Possible
Score
Checkpoint:
Draft threshold card
Checkpoint:
Draft of script for
newscast/podcast
Checkpoint:
Revised script and
production plan
Threshold Card
Total
Presentation Score
Collaboration Score
Note: To be adjusted
down if peer-review
requirements are not met.
Total Score

InformationalWritingRubric
DescriptionBelowStandard(1)ApproachingStandard(2)AtStandard(3)AboveStandard(4)
Focus•Doesnothavean
identifiabletopic.
•Presentsminimalideas
andconcepts.
•Hasanuncleartopic.
•Presentssomeideasand
concepts.
•Focusesonatopicto
informareaderwithideas
andconcepts.
•Focusesonaninteresting
topicthatinformsthereader
withideasandconcepts.
Development
Support
•Containslimitedfactsand
examplesrelatedtothetopic.
•Doesnotincludeaconclusion.
•Providesfacts,definitions,
details,quotations,andexamples
thatattempttodevelopand
explainthetopic.
•Conclusionrestatesthe
development.
•Providesrelevantfacts,
definitions,concretedetails,
quotations,andexamplesthat
developandexplainthetopic.
•Conclusiontiestoand
supportstheinformation.
•Provideseffectivefacts,
definitions,concretedetails,
quotations,andexamples
thatsufficientlydevelopand
explainthetopic.
•Conclusionlaysoutthe
implications,significance,and
futurerelevanceofthetopic.
Audience•Lacksanawarenessofthe
audience’sknowledgelevel
andneeds.
•Showsaninconsistent
awarenessoftheaudience’s
knowledgelevelandneeds.
•Considerstheaudience’s
knowledgelevelandconcerns
abouttheclaim.
•Addressestheneedsofthe
audience.
•Anticipatestheaudience’s
knowledgelevelandconcerns
aboutthetopic.
•Addressesthespecificneeds
oftheaudience.
Cohesion•Containsfew,ifany,words,
phrases,andclausestolinkthe
majorsectionsofthetext.
•Doesnotconnecttopicand
examplesand/orfacts.
•Containslimitedwords,phrases,
andclausestolinkthemajor
sectionsofthetext.
•Attemptstoconnecttopicand
examplesand/orfacts.
•Useswords,phrases,and
clausestolinkthemajor
sectionsofthetext.
•Connectstopicandexamples
and/orfacts.
•Skillfullyuseswords,phrases,
andclausestolinkthemajor
sectionsofthetext.
•Identifiestherelationship
betweentopicandexamples
and/orfacts.
Languageand
Conventions
•Takesaninformaltoneand
showslimitedorinconsistent
awarenessoftopic-specific
vocabulary.
•Containsmultiplegrammatical
errors.
•Takesaformaltonebutshows
limitedawarenessoftopic-
specificvocabulary.
•Includessomegrammatical
errors.
•Takesaformal,objectivetone
andusespreciselanguage
andtopic-specificvocabulary.
•Includespropergrammarand
followspreferredformatting
(e.g.,MLA,APA).
•Takesanappropriatelyformal,
objectivetoneandusesrelevant
languageandtopic-specific
vocabulary.Usesproper
grammarandfollowspreferred
formatting(e.g.,MLA,APA).

PresentationRubric
DescriptionBelowStandard(1)ApproachingStandard(2)AtStandard(3)AboveStandard(4)
Explanation
ofIdeas
Information
•Doesnotpresentinformation,
arguments,ideas,orfindings
clearly,concisely,orlogically.
•Lackssupportingevidence.
•Hasalineofreasoningthatis
difficulttofollow.
•Usesinformationthatisnotin
linewiththeoverallpurpose.
•Doesnotconsideralternate
perspectives.
•Presentsinformation,arguments,
ideas,orfindingsinwaysthatarenot
alwaysclear,concise,orlogical.
•Argumentissupportedbypartial
evidence.
•Hasalineofreasoningthatis
sometimesdifficulttofollow.
•Usesinformationthatisonly
sometimesinlinewiththeoverall
purpose.
•Attemptstoconsiderandaddress
alternativeperspectivesbutdoes
notdosocompletely.
•Presentsinformation,
arguments,ideas,orfindings
clearly,concisely,orlogically.
•Iswell-supportedby
evidence.
•Hasalineofreasoningthat
iseasytofollow.
•Clearlyandcompletely
addressesalternativeor
opposingperspectives.
•Doesanexceptionaljobpresenting
information,arguments,ideas,
orfindingsclearly,concisely,and
logically.
•Iswell-supportedwithrelevant,
andinterestingevidence.
•Thelineofreasoningislogical,easy
tofollow,wellcrafted,anduses
informationthatisinlinewiththe
overallpurpose.
•Clearlyandcompletelyaddresses
relevantalternativeoropposing
perspectives.
Organization•Doesnotmeetthe
presentationguidelines.
•Doesnothaveaproper
introductionorconclusion.
•Doesnotusetimeallotted
(i.e.,toolongortooshort).
•Meetsmostrequirementsforthe
presentationguidelines.
•Hasaproperintroductionand
conclusion,buttheyarenotclear
orinteresting.
•Usesthetimeallotted,butdoes
notdivideupthattimelogically
(i.e.,usestoolittleortoomuch
timeonatopicoridea).
•Meetsallpresentation
guidelines.
•Hadaproperintroduction
thatisclearandlogical.
•Usesthetimeallottedwell
andhasorganizedthetime
appropriately.
•Meetsallpresentationguidelines
andisparticularlyinterestingand
thoughtfullyorganized.
•Hasanintroductionthathooks
theaudienceandaconclusion
thatincitesquestionsandfurther
interest.
•Organizesandusestimes
effectively.
Eyes,Body,
andVoice
•Doesnotlookattheaudience
ormakeeyecontact.
•Lackspoise(appearsnervous,
fidgety,slouchy).
•Speaksinawaythatishard
tounderstand.
•Makesinfrequenteyecontactwith
theaudience.
•Showssomepoise(limitedfidgeting,
nervousness,etc.).
•Speaksclearlymostofthetime,
butmaybedifficulttounderstand
orhearattimes.
•Keepseyecontactwiththe
audiencemostofthetime—
onlyglancesatnotesorslides.
•Showspoiseandconfidence.
•Speaksclearlyandiseasyto
understand.
•Keepseyecontactwiththe
audiencethroughout.
•Showexceptionalpoiseand
confidence.
•Speaksclearly,andisinteresting
tolistento.
Responseto
Audience
Questions
•Doesnotdirectlyaddress
thequestions,goesofftopic.
•Answersaudiencequestions,but
notalwayscompletelyandclearly.
•Answersquestionsclearly
andcompletely.
•Freelyadmitsnotknowingthe
answertoaquestion.
•Answersclearlyandcompletely
andprovidesrelevantdetails.
•Admitsnotknowingtheanswer
toaquestion,andprovidesideas
forfindinganswers.

CollaborationRubric
Directions:GiveyourselfandeachmemberofyourgroupascorefromtheCollaborationRubric.Yourteacherwillusethesescoresaspartofeachgroupmember’sindividual
scorefortheproject.Ifyouneedmorerowsforadditionalgroupmembers,usethebackofthissheet.
BelowStandard(1)ApproachingStandard(2)AtStandard(3)AboveStandard(4)
Thisgroupmemberdoesnotcomplete
projecttasksordoesnotcomplete
tasksontime.He/shedoesnothelpthe
groupsolveproblems,giveusefulfeed-
back,orusefeedbackfromothers.The
groupmemberdoesnotshowrespect
forgroupmates(e.g.,interrupting,
ignoringideas,beingunkind).
Thisgroupmemberissometimespre-
paredtoworkwiththegroup.This
groupmemberdoesprojecttaskswhen
remindedandsometimescompletes
tasksontime.He/shesometimesoffers
tohelpothers,sometimessharesideas,
andisusuallypoliteandkindtogroup
mates.
Thisgroupmembercompletestasks
withoutbeingremindedandusesfeed-
backfromothers.He/shehelpsthe
groupsolveproblemsandstayorga-
nized,andlistenscarefullytogroup
mates.Thispersonispoliteandkind.
Thisgroupmemberdoesmorethan
whatisrequiredandasksforfeedback
toimprovehis/herwork.He/shesteps
intohelpothergroupmemberswhen
theyareabsentorneedhelp,andhe/
sheencouragesgroupmatestoshare
ideasbyrecognizingandpromoting
everyone’sstrengths.
NameScoreWhydidyouchoosethisscore?
YourName:
GroupMember’sName:
AdaptedfromtheBuckInstituteCollaborationRubric.

SAMPLE PEER-REVIEW
PROCESSES
Peer review is a useful tool in the classroom and serves multiple purposes for learning. It can
help both you and your students. For you, it helps ensure that you receive a high-quality final
product. In addition, peer review helps ensure that you cover CCSS.ELA-Literacy.W.9-10.51
.
For your students, it will help them better understand the writing and revision process, as well
as orient them to their product requirements.
As you introduce the peer-review process, remind students of the roles that they take as a part
of this process:
• Writer — as a writer, peer review is a low-risk way to find out how well your writing is
working. Are you conveying your message? Are you supporting your assertions with
scientific evidence? Are you crafting a clear and cogent argument?
• Reviewer — as a reviewer, you have the opportunity to see what someone else is doing
in the context of your assignment. Not only does this help remind you of and orient you to
the required elements of your assignment, it also helps you critically and constructively
evaluate how a writer might improve his or her writing skills.
Directions
There are multiple ways to conduct a peer review. If you have class norms established around
peer review, feel free to use those. Here are two alternative suggestions:
• Group peer review, which we suggest using in the context of the “Invent a Species”
project
• Individual peer review, which is better suited for smaller group or individual writing
projects, such as the “How many people could Earth support now and 100 years from
now?” project
Remember, these can be altered to fit the needs of your class. There are also a multitude of
suggestions online. Two useful search terms are: “Peer-Review Processes” and “Writing Work-
shop Peer Review.”
1
CCSS.ELA-Literacy.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Edit-
ing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 here.)

I. Group Peer Review
• Make sure each group provides enough copies of its draft to share with another group
of students
• Copies of the Writing Rubric
• Copies of the Feedback Table (at the end of this document).
• Post the directions somewhere in the room that is highly visible to students.
Process
1. Explain to students that you are going to peer-review one another’s work. Remind them
of the importance of their roles.
2. Hand out the Feedback Table and the Writing Rubric and remind students that they will
be using both documents to evaluate one another’s work. They will write constructive
feedback on the table and they will use the Writing Rubric as a checklist.
3. If needed, have a discussion about respectful evaluation and constructive criticism.
4. Then, pair up the groups.
5. Post the following directions in your classroom and review with the students. It’s helpful
if you set a timer to monitor their process and direct them when to move. This will take
about 20 to 25 minutes.
a. Groups A and B work silently to assess each other’s drafts using the Writing Rubric
while taking notes on the Feedback Table (5 minutes).
b. Group A shares its feedback. Each person in Group A should share one thing he/
she liked and one thing that could use improvement (3 minutes).
c. Group B asks Group A short clarifying questions about its feedback (3 minutes).
d. Groups discuss together what Group B might do to improve its final product
(5 minutes).
e. Group B shares its feedback. Each person in Group B should share one thing he/
she liked and one thing that could use improvement (3 minutes).
f. Group A asks Group B short clarifying questions about its feedback (3 minutes).
g. Groups discuss together what Group A might do to improve its final product
(5 minutes).
h. Groups exchange rubrics.
6. Give the groups the rest of the class period to plan and decide what feedback they’ll
incorporate from the peer review.

II. Individual Peer Review
• Make sure each student brings an extra copy of his or her draft to share with a group
of students.
• Copies of the Writing Rubric.
• Copies of the Feedback Table (at the end of this document).
• Post the directions somewhere in the room that is highly visible to students
• If you’re working on the “How many people could Earth support now and 100 years from
now?” project, decide in advance if you will keep student pairs together or split them
up. Students will likely gain more if they peer-review someone who isn’t their partner.
Process
1. Silent work
a. In pairs, each reads the other’s draft through once, without taking notes or thinking
about the rubrics.
b. Each student writes a two- or three-sentence summary of the other student’s writing.
If the piece is difficult to summarize, knowing this will be helpful to the writer. A well-
written piece is fairly easy to summarize.
c. Then, each student uses the Writing Rubric and the Feedback Table to start providing
more pointed feedback. Do not copyedit. This process is intended to focus on the over-
all ideas and main points in the writing. Be positive AND constructive.
2. Discussion
a. Student A shares his/her feedback. He/she should share at least two things he/she
liked and two things that could use improvement (3 minutes).
b. Student B asks Student A short clarifying questions about the feedback (3 minutes).
c. The pair discuss what Student B might do to improve his/her final product (5 minutes).
d. Student B shares his/her feedback. He/she should share at least two things he/
she liked and two things that could use improvement (3 minutes).
e. Student A asks Student B short clarifying questions about his/her feedback
(3 minutes).
f. The pair discuss what Student A might do to improve his/her final product (5 minutes).
g. Students A and B exchange rubrics.
3. Reconvene in project pairs
a. If you split up pairs, have them come together to share the feedback they received
from the peer reviewers.
b. Give students the rest of the class period to decide what feedback they will use and
what changes they’ll make to their written and project work.

PBL: FEEDBACK TABLE
What did you like? What do you think could be improved?
What questions came up? What ideas did you have?

PBL - What Is The Next Threshold?

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