Hints:

  • Dealing constructively with feedback in paired and group discussions is a key aspect of a good culture of discussion. Respective exercises must, of course, be practiced repeatedly with variations in order to provice the students with lasting support.
  • The important thing is to previously stipulate the rules for feedback with the students. Here are two elementary rules:
    1. Feedback must be formulated in the I-form (Example: “I believe that…”, “I like (don’t like) …”)
    2. Opinions must be justified (Ex: “I like your text, because …”, “I am bothered that you…”, “Because you …”).

Procedure:

  • The children are divided into groups of two. Student A reads his/her text to student B.
  • Child B listens attentively while paying attention to his/her thoughts and feelings.
  • Child B answers for him/herself the lead questions in note form that are suitable for a feedback. These can refer either to the previously established criteria for the text, or general questions, such as “What do you like about your work, and what not so much?”, “What I would absolutely keep as is, what I would change/improve?”.
  • Child B provides student A with feedback, based on his/her notes.
  • The exercice is repeated with reversed roles.
  • Possible discussion at the meta level: What went well/not so well in providing feedback; what was my own experience with the feedback I received?

Variants:

  • Instead of relating to a text, feedback can also be provided concerning
    a drawing, a presentation or another personal achievement.
  • Feedback can also be provided in larger groups, which increases the number of responses. In addition, there is also the possibility of continued feedback review, thus improving its quality.

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