In Designing a Liveable City - Part 1, students designed a town.
In Designing a Liveable City - Part 2, students completed a self-assessment of their town.
Peer feedback provides an opportunity for students to assess liveability in a practical way, and also allows students to reflect on the feedback of others to make improvement in liveability.
Hints on providing feedback.
It is important to provide some guidance to students on how to provide effective feedback to their peers. If feedback is too harsh or personal it will not have the desired effect on progress.
Provide the students with a brief criteria to base their judgements on, and go through the items listed to ensure the students know what all of the terms mean and the purpose of the task. In this case the criteria is a list of items that contribute to liveability. Students might just make simple suggestions such as "You need to build a high school" or "You need to build a hospital", but hopefully they will provide more detailed responses that indicate more knowledge of course content.
In this lesson there were 6 groups of students, and each group rotated around to comment on the town plans of each other group. They were given "Peer Pointer Postcards" to write their comments on. They then returned to their own town map and had to reflect on the feedback given and consider changes to make to their plan. It is worth asking students to hand in their peer feedback to the teacher so you can check the comments that are made. This can then enable the teacher to ask the student to review any comments that are too personal or not detailed enough.
Hints on receiving feedback
Students who aren't used to peer feedback, may initially become defensive or upset about negative feedback. As the teacher it is important to prepare the students so they are ready and willing to accept ideas from others.
A few tips for students:
Deputy Principal at a Sydney high school. Coordinating author of the new Geoactive book series.
Student resource sites: