Giving Good Advice- Peer Feedback in Primary

By -
In a recent M.Ed. class our topic was on conducting a peer review for scholarly writing. We discussed how important it is to set aside adequate time, ensure appropriate tone (difference between negative and constructive feedback), and going beyond the micro level issues (conventions) to macro issues (ideas, evidence, organization) when reviewing writing samples. Each of us had a very different take on what it feels like to give and receive feedback which was an interesting point of discussion. Feelings included apprehension of presenting writing/fear of judgement, lack of experience providing critiques, and insecurity offering true critical advice. This got me thinking - wouldn't all this be true for peer feedback, even with the youngest of learners?

 When I returned to school the next day, I took a closer look at some of the feedback grade 2 classmates had been giving each other in writing (we often offer stars and wishes for each other). I saw a lot of "Good job!", "Great details!", and the occasional remark in regards to adding capitals or periods. Very few students had offered advice going beyond the superficial level. I knew they could be more valuable helpers to one another with a little extra modeling and practice.

 I decided to show them the video "Austin's Butterfly". The discussion afterwards led to some valuable learning. They commented on how the advice kids gave was always nice, but honest. How the feedback led Austin to complete something he could be really excited about. That the feedback was easy to understand for kids and really made sense. They were impressed that Austin just didn't give up after 1 or 2 tries. He 'stuck with it'.


The next day we put our new thinking and learning to practice. We reviewed what it means to offer "good advice" - be kind but honest. Take your time. We discussed how it's okay to feel a little uncomfortable giving and receiving feedback and the trust required to take part in the process. Moving forward I recognize that students need to practice this skill, just as any other, but it is time well spent. 

 Wonderings?
- What might be the impact of regularly integrating peer feedback on classroom community building/trust?
- How might peer feedback impact student self-regulation?
- Will peer feedback increase ability for students to apply feedback to their own work?


Comments

Post a Comment

Popular posts from this blog

A Thoughtful Note (on Building Thinking Classrooms)

By -
Image
This past week I attended a PD session facilitated by  Peter Liljedahl   entitled Building Thinking Classrooms. Two things I noticed right away: 1) No mention of the word mathematics in the title. It's about the thinking. 2) Participants were tossed into the role of learners. It's about the students. (We were thinking about mathematics but the thinking proceeded the math) During his consolidation piece, Peter Liljedahl discussed the role of note taking and suggested that perhaps we encourage students to write notes entitled "A letter to my future dumber self" (or otherwise known as thoughtful notes). So here it goes... A letter to my future dumber self, It wasn't too long ago that you saw the acronym #VNPS and thought really?, isn't that just a whiteboard? A gentle reminder to dig deeper before forming an opinion. Vertical Non-Permanent Surfaces represent a shift in the learning environment that directly impacts the student experience. The name me
Read more

Puzzle Cube Project: Spatial Reasoning & Design Thinking

By -
Image
The first 6 weeks with our 3D printer centered around experimentation and debugging. We familiarized ourselves with TinkerCad, conducted research, and spent many hours grappling with our failed prints and mishaps. With our new motor installed, and heightened appreciation for the functionality of this amazing tool, we got started on our first design project. I brought a few wooden mind puzzles into the classroom for interest and relaxation, but also for their value in developing spatial reasoning. They provided us with the inspiration we needed for our first project! My purpose for integrating 3D printing in the classroom stems from a curiosity of students' spatial reasoning abilities and how designing and creating in a virtual 3D world might enhance their thinking. These capabilities are essential in many STEM careers (science, technology, enginering, and math) and are linked with overall mathematical performance. Spatial reasoning is an area in mathematics education that is a
Read more

[Summer Reading] Comprehension and Collaboration: Inquiry Circles in Action

By -
Image
"And today, fresh discoveries in cognition, inquiry, and collaboration show us even betters ways to help learners engage with ideas and drive each others' thinking- not just to remember information, but to build knowledge, to care, to act" (Harvey and Daniels, 2009, p. 7). How does what I know about teaching and learning in primary apply to the intermediate division? What structures and supports are necessary in the classroom environment to evoke the kind of thinking required for learning? My own "puzzle drive" led me to this book written by Stephanie Harvey and Harvey Daniels.  It came highly recommended by  @JennyLoebsack , a friend and mentor who I consider to be an inquiry-guru! What struck me instantly about this text, is the manner in which theory and practice are examined and explored. The authors share information and their own thinking in a highly conversational way. Part 1 lays the foundation, explains the why , of small group inquiry projects.
Read more