This learning module teaches preservice teachers how to give and receive feedback about lesson plans they have written and videos of themselves teaching to an actual class. It promotes positive feedback, as well as suggestions for improvement through peer feedback.
peer feedback, assessment, lesson planning, elementary education, preservice teachers, higher education
Background Information:
I teach an elementary education course at a small college in a suburb of Chicago. The course is the students’ first experience with lesson planning. In a prior course, I created a learning module that taught lesson planning to preservice teachers. Previously, I researched peer assessment/feedback, and I thought this would be a great topic for a follow-up learning module. Peer feedback at this level is helpful for the author of the lesson plan, but also helpful for the person giving the feedback. He/she is exposed to many other lesson plans at different grade levels just through giving feedback. According to Allen and Filippo (2002), "one effective way of providing models for preservice teachers is to actually use them in the college classrooms" (p.16). Therefore, I am using this learning module not only to teach preservice teachers how to use peer feedback for themselves, but also how to use it in their future classrooms.
Overview and Intended Learning Outcomes:
This Learning Module was created to train preservice teachers on how to give useful peer feedback. Before giving peer feedback, students need to be properly trained on how to give and receive feedback. They need to have criteria for evaluating themselves and their peers. In an ideal peer assessment setting, the students (and teacher) will use the same criteria to assess each other’s work (van den Berg et al., 2006). The criteria can be provided by the teacher or cooperatively created by the students (with teacher guidance), but it should always align to the objectives of the course.
Illinois Professional Teaching Standards
The teacher understands the purposes, characteristics and limitations of different kinds of assessments.
The teacher understands how to use the results of assessment to reflect on and modify teaching.
The teacher understands that reflection is an integral part of professional growth
The teacher uses classroom observation, information about students, pedagogical knowledge, and research as sources for active reflection, evaluation, and revision of practice.
The teacher collaborates with other professionals as resources for problem solving, generating new ideas, sharing experiences, and seeking and giving feedback.
(Illinois State Board of Education, 2012)
How to use this Learning Module:
This learning module is intended to be used following a previously written learning module, “The Best Laid Plans: Lesson Planning for Preservice Teachers” (McKinnon, 2019). The course will be a hybrid of online and in-person class sessions. In the first learning module, preservice teachers will learn the art of writing lesson plans for elementary students. In this learning module, they will learn to give peer feedback on lesson plans and teaching videos of peer preservice teachers. The progression will be as follows:
Complete the Pre-Course survey before beginning this Learning Module.
Preservice teachers will complete the Pre-Course Survey before beginning. Once it is complete post Lesson 1 content.
Use the survey results to determine student attitudes towards peer feedback. Some students may have used it previously with positive or negative results. It is important to know where student attitudes are when beginning the learning module, so you can prepare for difficulties that may arise.
Learning Target:
I can explain the benefits of giving feedback to others and receiving peer feedback on my work.
Guiding Questions:
Why is feedback important? How does it help me become a better planner/teacher?
Assessment is an important part of the learning process. Teachers may assess their students to find out what they know and what they still need to work on (Sahin, 2008). In a traditional classroom, teachers are the ones that assess student work. Students get the content and information from the teacher and the teacher grades them on how well they have internalized the content.
Students learn much more when they produce their own knowledge. They take the content provided by the teacher and make their own meaning from it. In this type of educational system, students should use peer assessment and feedback to make the experience more valuable.
Traditional Classroom:
Teacher is in front of the classroom, students sit in desks and look at the teacher. Teacher is giving information; students are receiving it. Teacher assesses with tests and quizzes; students have to show their knowledge on a single assessment.
Modern Classroom:
Teacher provides resources for knowledge-making; students use resources to create their own knowledge. Teacher and students create assessment criteria; teacher and students give feedback on several different people’s works.
To accommodate the type of learners in classrooms today, educators need to provide an opportunity for students to collaborate in order to make learning deeper and more meaningful (Sahin, 2008). Peer feedback provides students this deep and meaningful learning by allowing them to take a more active role in their learning (McGarr & Clifford, 2013).
STOP AND THINK: Why do you think it is helpful to give peer feedback?
AITSL. (2017, Apr 18). Effective feedback animation [Video]. YouTube. https://www.youtube.com/watch?v=LjCzbSLyIwI
Benefits of Using Peer Feedback:
Using Peer Feedback in Your Classroom:
There are three important things to consider when planning peer feedback for your class. First, students need to be given (or help to create) criteria to use when evaluating peer work. Second, students need to be trained in how to give and receive feedback. Finally, feedback is most effective when there are two or more anonymous evaluators. For the purpose of this class, anonymous feedback is not feasible due to the video recorded lessons.
Edutopia. (2016, Nov 1). Peer critique: Creating a culture of revision [Video]. YouTube. https://www.youtube.com/watch?v=M8FKJPpvreY
Comment:
What will be the benefits of giving and receiving feedback on your own work? Give several examples of how peer feedback will be helpful to you, and back them up with information from the lesson. Respond to at least one other person’s comment.
Objective:
Preservice teachers will be able to explain the benefits of giving and receiving feedback on their work.
Lynch et. al (2012) explains that instructors need to use the pedegogical strategies that preservice teachers will use in the classroom to model them. This modeling of strategies is being used in this learning module by helping preservice teachers learn the basics of peer feedback, such that they may use it in their own elementary classrooms someday.
Comments:
Review student comments and begin dialogue as needed.
Learning Targets:
I can differentiate between different types of feedback.
I can create criteria for giving feedback to my peers.
I can describe reasons peer feedback situations may not be successful.
Guiding Questions:
What criteria will be used for feedback? What types of feedback can we give? Why does feedback fail?
Types of Feedback:
Thomas, Faith. (2015, Mar 10). The power of feedback [Video]. YouTube. https://www.youtube.com/watch?v=S770g-LULFY
Hattie and Timperley define the purpose of feedback is “to reduce discrepancies between current understandings/performance and a desired goal” (2007, p.87). There are four types of feedback ranging in efficacy. The flow chart below describes Hattie and Timperley’s feedback model.
Task level feedback tells the learner if the task was done correctly or incorrectly. It looks at how well the task was performed based on criteria. This type of feedback is the most common, but it can have a negative effect by making learners focus solely on the goal and not on the strategies used to complete the task.
Process level feedback guides the learner by thinking about the processes and strategies used during the task. This type of feedback is effective because strategies can be transferred to different settings.
Self-regulation level feedback gives the learner a sense of how much effort was put into the task and what were their thought processes throughout the task. It can ask: Is the learner seeking help if needed? Is the learner self-monitoring? Is the learner putting forth the maximum amount of effort? This type of feedback can be helpful to mention when giving suggestions for further revisions.
Self (or personal) level feedback such as "you are a great student" or "you are so smart" is not helpful in reaching the goals of feedback. It can actually be harmful to the learner because it does not promote a growth mindset for learners (Hattie & Timperley, 2007).
Reasons Peer Feedback May Not be Effective:
STOP AND THINK: Do you have any reservations about giving feedback? Do you have any reservations about receiving feedback?
Read this short article about receiving feedback.
Criteria for Peer Feedback on Lesson Plans
As you learned in the previous lesson, it is important to have clear criteria for giving feedback. The criteria for the lesson plan evaluation is in the rubric below.
Student-created criteria is useful when using peer feedback. The criteria in the following document is aligned with the lesson plan format we use. If you have other criteria that should be included in all lesson plans, please add to this list. Use this document as a checklist for your lesson plan and your peers' lesson plans.
Comment:
What are some things you need to be thoughtful of when giving feedback? How could it be used improperly? Respond to at least one other person’s comment.
Objectives:
Preservice teachers will be able to differentiate between different types of feedback.
Preservice teachers will be able to help instructor create criteria for giving feedback to peers.
Preservice teachers will be able to explain reasons peer feedback may not be successful.
Personal feedback is not very effective and can also be counterproductive. View this video about Growth Mindset to learn more about how to help your students grow without using personal feedback.
Spencer, John. (2017, Mar 26). Growth mindset vs. fixed mindset [Video]. YouTube. https://www.youtube.com/watch?v=M1CHPnZfFmU
Comments:
Review student comments and begin dialogue as needed.
Learning Target:
I can create sentence stems to use when giving peer feedback.
Guiding Question:
What sentence stems can be used for feedback?
When giving feedback, it is important to:
TAG can be used to help you remember these three feedback tips:
TELL something you liked.
ASK a thoughtful question.
GIVE a positive suggestion.
Remember, you are trying to help the person to whom you are giving the feedback. You are not trying to make them feel bad, dumb, or guilty. Your feedback should be POSITIVE and HELPFUL. Do not say something needs to be changed without giving reasons and suggestions for how to improve it.
STOP AND THINK: In a typical lesson plan for a 30-minute lesson, about how many feedback comments would be appropriate? Obviously, some lesson plans will need more guidance than others, but what would be a good goal for number of comments?
Below are some generic sentence stems that were written with TAG Feedback in mind.
Creating Sentence Stems for Lesson Plans:
We will now work as a group to share sentence stems that will be beneficial specifically to lesson plan feedback. Click on the link and share your ideas for peer feedback sentence stems.
Sentence Stems for Lesson Plans
Comment:
How can using sentence stems help you when giving peer feedback? Did you see any that you thought would be especially helpful? Respond to at least one other person’s comment.
Objective:
Students will be able to create sentence stems to use when giving peer feedback.
Discuss with preservice teachers what a good number of comments would be for a typical lesson plan. Come up with a minimum comment number to help make sure everyone puts in the effort to help their peers.
Some sentence stems have been provided to help preservice teachers see examples of effective stems. They will continue to add to this list throughout the learning module. Instructor can also add new stems to the list.
Comments:
Review student comments and begin dialogue as needed.
Learning Target:
I can practice using sentence stems to give feedback on a sample lesson plan.
Guiding Questions:
How can I give the most helpful feedback possible to my peer? How can I put the sentence stems into practice?
You have learned about the types and benefits of peer feedback, and you have created sentence stems to use when giving feedback. Now you will have a chance to use the sentence stems to practice giving feedback on a written lesson plan.
Model: View this link with feedback in comments about a sample lesson plan.
STOP AND THINK: What sentence stems did you feel were helpful in the feedback of this lesson plan?
In-class Session Practice: With a partner, practice giving feedback on this sample lesson plan. Use the TAG Feedback suggestions and the sentence stems we compiled as a class.
Comment: Choose one after completing Assignment 1.
Objective:
Preservice teachers will be able to practice giving feedback on a sample lesson plan.
Extra Practice:
Preservice teachers may need more practice or a guided feedback (scaffolding such as: teacher does, class helps) experience before practicing with a partner. Attached is another lesson plan that can be used if more practice is needed.
Comments:
Review student comments and begin dialogue as needed.
Make content available to students after Lesson 4 has been completed.
Assign groups of 3 members each. Group members will give written feedback to the other two people in their group. The feedback will be monitored by the instructor using this Google Form.
Written feedback will be shared with the lesson plan author. You may also give verbal feedback during the next synchronous session.
Learning Targets:
I can help to create criteria to use when evaluating peer teaching videos.
I can create sentence stems to use when giving feedback on teaching videos.
Guiding Questions:
What sentence stems could be used to give feedback on peer videos? What criteria are we looking for in peer videos?
When recording your teaching, your video needs to have clear audio and a clear picture in order for your peers to be able to give you feedback on it. You can use a video camera, iPad, or just your phone to record yourself teaching. Just set it up on a tripod in the back of the classroom so you can capture your whole group instruction, individual instruction, and small group work without having to move it.
One helpful—yet expensive—tool for recording lessons is called a SWIVL. You put your ipad into the SWIVL and wear the marker/microphone around your neck. The SWIVL machine turns to follow you when you move around the classroom, and the microphone improves the audio quality.
Pioneer RESA Tech. (2014, Jul 2). The 1 minute SWIVL demo [Video]. YouTube. https://www.youtube.com/watch?v=8VXDL4GKQvY
Criteria
What are we looking for when we watch teaching videos? Criteria can be organized into several areas: video/audio quality, classroom management, instructional techniques/strategies, student engagement, and communication skills. Using this link, add criteria that you think is important to look at when giving peer feedback. Use positive language to write criteria. For example, instead of saying, “picture quality is not blurry,” we can say, “picture quality is clear.” What criteria is important to you when you watch someone's video? Add criteria to our shared class document. This criteria is what you will use when evaluating peer teaching videos.
Sentence Stems
Just as you used sentence stems to guide peer feedback of lesson plans, you will also use sentences stems to guide peer feedback of video recordings. Add sentences stems to this class document that would be helpful to use when giving feedback to a peer's teaching video. This will help to build our class list of useful sentence stems.
Teaching Video Feedback
When giving feedback on a peer’s teaching video, you can make comments on certain parts of the video or on the video/lesson as a whole. If you are commenting on a certain part, note the time at the beginning of your sentence. For example, a comment might look like this:
1:32 – Your “whole body learning” strategy for vocabulary instruction seems to be very effective.
Model Video: The following video models the use of criteria and sentence stems to give feedback.
Open the document below, and view the video at the same time, so you can see an example of how to give feedback.
Harbison, Cassie. (2017, Feb 7). Videotaped lesson #1 - spring, 2017 [Video]. YouTube. https://www.youtube.com/watch?v=Xl5aeibFTIQ
Comment:
What was challenging for you when giving feedback on a peer’s teaching video? What did your peers do well in their videos? What do your peers need to work on? Please do not share names. Respond to at least one other person’s comment.
Objectives:
Preservice teachers will be able to create criteria to use when evaluating peer teaching videos.
Preservice teachers will be able to create sentence stems to use when giving feedback on teaching videos.
Comments:
Review student comments and begin dialogue as needed.
Assignment 2:
Divide class into new groups of 3 members each. Students will provide video lessons to the other two group members. Each student will give feedback on both videos. When complete, be sure to use this form to evaluate your peer's feedback.
Learning Target:
I can reflect on my own teaching and lesson planning.
Guiding Questions:
Why do teachers reflect? How does reflecting help teaching and lesson planning skills grow?
Good teachers are always thinking about how to make themselves better. They plan and teach a lesson, and then rewrite the lesson to help them teach it better the next time (the next school year or even the next class period). Watching a video of yourself teaching is a great way to see things that you didn’t see during the lesson.
Benefits of Videotaping Your Teaching:
Read this article about how videotaping her lessons helped this teacher improve her teaching.
Watch these videos to learn more about how teachers can reflect on their practice through video recording lessons.
VIDEO: Improve Teaching with Video
VIDEO: Using Video for Professional Development
Comment:
How does reflecting help you become a better teacher? How can you see yourself using reflection when you are in a full-time teaching position? Respond to at least one other person’s comment.
Objective:
Preservice teachers will be able to reflect on their own teaching and lesson planning.
Video 1 requires an account to view. This can be shown to the class during an in-person session if needed.
Comments:
Review student comments and begin dialogue as needed.
Assignment 3:
Part 1 – Reflect on your teaching video. Write things you noticed, what you did well, and what you need to improve on in a one-page paper. Make sure to mention what you would do differently if you were to reteach this lesson next year, and what you would do the next day if reteaching is needed. Use the same criteria you used when giving feedback to your peers. Effective teachers reflect on their lessons about what went well and what should be changed to make it better.
Part 2 – Rewrite/Revise your lesson plan to reflect the changes you would need to make. Does it need to be shorter? Did your activity flop? Is there a skill you need to spend more time on? Effective teachers rewrite or make notes on lesson plans to be used again the following time they teach the same lesson.
Allen, Diane D. & Filippo, Rona F. (2002). Alternative assessment in the preparation of literacy educators: Responses from students. Reading Psychology, 23, 15-26.
Hattie, John & Timperley, Helen. (2007). The power of feedback. Review of Educational Research, 77, 81-112.
Illinois State Board of Education. (2012). Illinois Professional Teaching Standards and edTPA alignment crosswalk. https://www.isbe.net/Documents/edTPA-IPTS-crosswalk.pdf#search=teaching%20standards
Kiliç, D. (2016). An examination of using self-, peer-, and teacher-assessment in higher education: A case study in teacher education. Higher Education Studies, 6, 136–144.
Lynch, R., McNamara, P. M., & Seery, N. (2012). Promoting deep learning in a teacher education programme through self- and peer-assessment and feedback. European Journal of Teacher Education, 35(2), 179–197.
McGarr, O., & Clifford, A. M. (2013). “Just enough to make you take It seriously”: Exploring students’ attitudes towards peer assessment. Higher Education: The International Journal of Higher Education and Educational Planning, 65, 677–693.
Sahin, S. (2008). An application of peer assessment in higher education. Turkish Online Journal of Educational Technology - TOJET, 7(2), 5–10.
Sluijsmans, D. M. A., Brand-Gruwel, S., & van Merrienboer, J. J. G. (2002). Peer assessment training in teacher education: Effects on performance and perceptions. Assessment & Evaluation in Higher Education, 27, 443–454.
Sluijsmans, D. M. A., Brand-Gruwel, S., van Merriënboer, J. J. G., & Bastiaens, T. J. (2003). The training of peer assessment skills to promote the development of reflection skills in teacher education. Studies in Educational Evaluation, 29, 23–42.
VandenBerg, I., Admiraal, W., & Pilot, A. (2006). Design principles and outcomes of peer assessment in higher education. Studies in Higher Education, 31, 341–356.
Wilkins, E.A., & Shin, E.K. (2011). Peer feedback: Who, what, when, why, and how. Education Digest: Essential Readings Condensed for Quick Review, 76(6), 49–53.