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What are the effects of strategic peer feedback instruction on quality of work?Humans depend on each other for many things. As we transformed from nomadic beings to living in communities, our species saw much more success from our ability to collaborate and utilize each other's strengths. This should be no different inside of a classroom. Peer based learning can be modified to engage and enhance the learning experience for all students. Collaboration is one of the 6 C's, that if taught strategically, will help students succeed in the 21st century. Peer feedback is something that all students can utilize to improve their work, thus empowering them to take ownership of their learning rather than depending on the teacher to drive their learning.
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Caitlin Mitchell Home Learn More Standards Inspiration About the Author
We can teach students to harness their motivation to interact with each other and use it to help them improve their work.
Students love to talk to each other. So much so that we find ourselves shushing them multiple times per day. What if the chatter inside the classroom could be molded in strategic ways so that is was productive? Inside the classroom it is hard for a teacher to not feel outnumbered. There are so many students and just one teacher. I found that I felt a sense of urgency to meet individually with each of my first graders to go over their work, but this was just simply impossible. Peer feedback instruction helped me to turn my students into my allies in the feat to improve student work.
Teaching my students to apply a growth mindset through peer feedback with the use of technology, and understand that "mistakes are how we learn" empowered them to be autonomous learners. Collaboration and communication are two of the 6 C's, as well as critical thinking, citizenship, character and creativity. If taught strategically, collaboration and communication will help children succeed in the 21st century. Peer feedback is also something that all students can utilize to improve their work, thus enabling them to take ownership of their learning rather than depending on the teacher.
Check out the other pages of this website to see how you can make these simple changes that will revolutionize your teaching, engage your students, and improve the output of student work.
Teaching my students to apply a growth mindset through peer feedback with the use of technology, and understand that "mistakes are how we learn" empowered them to be autonomous learners. Collaboration and communication are two of the 6 C's, as well as critical thinking, citizenship, character and creativity. If taught strategically, collaboration and communication will help children succeed in the 21st century. Peer feedback is also something that all students can utilize to improve their work, thus enabling them to take ownership of their learning rather than depending on the teacher.
Check out the other pages of this website to see how you can make these simple changes that will revolutionize your teaching, engage your students, and improve the output of student work.
Please click on the 90 second video for a concise video about this project.
Action Research
My action research involved using feedback weekly to drive instruction and next steps. I would look at the feedback that students were giving to determine what students needed. I would recommend doing the same thing in your classroom. There is not a one size fits all model to helping students gain independence with feedback. Below is a summary of what took place inside my classroom.
Round 1: Introduction to Feedback-
Students were shown a video in Edpuzzle that showed them what giving feedback looks like. They were also shown videos and read books that are available of my references page to improve their growth mindset. At the end of round 1 of my action research students took what they had learned and applied it. They were given time on Seesaw to give feedback to their peers.
Round 2: Graphic Organizers and Rubrics-
In round 2, it became apparent that students needed a clearer model to follow to give feedback. Much of the feedback that they were giving to one another was not helpful. It was vague and non-specific. They would give positives, but no next steps. They would fill their comments with emojis instead of being clear about what needed to be changed or fixed. A peer feedback rubric was created to hold the person giving feedback accountable for giving good feedback. A graphic organizer was also created to help students utilize a new model they were introduced to. The Tell, Ask, Give model was put in place to ensure that students clearly stated what they liked, asked a question about something they didn't understand , and gave a suggestion for how to fix a problem or make the work better. At the end of this round students were given the chance to show their new abilities to use the graphic organizers and rubrics reflected how the recipients of feedback felt about the feedback they received.
Round 3: Digital Citizenship/ appropriate digital tool usage-
There is no one- size fits- all model to the implementation of peer feedback in the classroom. Your students will drive the learning by the capabilities they demonstrate. My student's improved the feedback they were giving, but we ran into a problem with students giving feedback under other student's names. It became apparent that we needed to discuss the importance of digital citizenship and the importance of not pretending to be someone who you are not on the internet. Common sense media lessons were introduced to meet this need. It also became apparent that some students were not purposely submitting work under a different name, some simply needed clarification on how to use the platform to leave feedback for their peers.
Round 1: Introduction to Feedback-
Students were shown a video in Edpuzzle that showed them what giving feedback looks like. They were also shown videos and read books that are available of my references page to improve their growth mindset. At the end of round 1 of my action research students took what they had learned and applied it. They were given time on Seesaw to give feedback to their peers.
Round 2: Graphic Organizers and Rubrics-
In round 2, it became apparent that students needed a clearer model to follow to give feedback. Much of the feedback that they were giving to one another was not helpful. It was vague and non-specific. They would give positives, but no next steps. They would fill their comments with emojis instead of being clear about what needed to be changed or fixed. A peer feedback rubric was created to hold the person giving feedback accountable for giving good feedback. A graphic organizer was also created to help students utilize a new model they were introduced to. The Tell, Ask, Give model was put in place to ensure that students clearly stated what they liked, asked a question about something they didn't understand , and gave a suggestion for how to fix a problem or make the work better. At the end of this round students were given the chance to show their new abilities to use the graphic organizers and rubrics reflected how the recipients of feedback felt about the feedback they received.
Round 3: Digital Citizenship/ appropriate digital tool usage-
There is no one- size fits- all model to the implementation of peer feedback in the classroom. Your students will drive the learning by the capabilities they demonstrate. My student's improved the feedback they were giving, but we ran into a problem with students giving feedback under other student's names. It became apparent that we needed to discuss the importance of digital citizenship and the importance of not pretending to be someone who you are not on the internet. Common sense media lessons were introduced to meet this need. It also became apparent that some students were not purposely submitting work under a different name, some simply needed clarification on how to use the platform to leave feedback for their peers.