Challenge: Facilitating Peer Feedback
Teachers must demonstrate the ability to facilitate students providing relevant and meaningful feedback through which their peers can act on suggestions for improvement and are encouraged to do so. In addition to submitting the peer feedback, educators must submit their written thought process behind coaching and developing the students to craft their responses, and how the experience improved student performance (especially if there were classrooms lessons and activities aimed at this goal that were not embedded in an assignment).
Providing Feedback Challenge
Record student-to-student feedback given in a Classkick assignment that demonstrates:
Balance: Acknowledgement of the progress a peer has made toward achieving the learning outcomes of the assignment
Suggestions for Improvement: Constructive ways in which peers can improve their learning and achievement
Capture the feedback in screen shots or PDFs in an email to firstname.lastname@example.org
Share a public link to the assignment, and the following information, by completing the form below:
Explanation of the peer feedback presented
How the peer feedback was facilitated
Suggestions for Improvement
Any other information that is valuable to understanding the feedback, including the assignment, technology setup, classroom expectations, etc.
4. Complete and submit your Self-Evaluation in the rubric provided below:
5. (Optional) Complete and submit your reflection below.
Read this blog post on Improving Classroom Culture: 5 Ideas for Implementing Peer Feedback
Watch this quick video on using Student Helpers in the classroom
See this sample Classkick assignment for introducing peer helpers
Explore these teaching examples of introducing peer reviews for students
Try these suggestions for planning for peer review sessions
Facilitating Peer Feedback Challenge products will be assessed by four independent evaluators:
Two former educators on the Classkick Team
Two appropriate grade-band Classkick Mentors (i.e., primary, intermediate, middle school, high school, or college)
All four evaluators must deem each rubric element to be "Exemplary" or "Accomplished" to successfully complete this challenge. If there is any element that is deemed "Developing" or "Beginning," detailed feedback will be provided including reasoning and suggestions for improvement. (See more information on the review process here.)
Teaching is a high-pressure, fast-paced and highly responsive vocation. A critical element to professional growth is the ability to identify what you did well, what you could do better, and how to make that improvement – in other words, reflection. Reflective practice has the potential to make you uncomfortable: You’re going to be looking at some areas that need growth and, in other instances, identifying strengths, which may feel a little boastful. But, there is a growing body of evidence that teacher reflection results in improved teacher quality.
If you would like to participate in this optional reflection, please record:
What went well and why?
What could have gone better and why?
What do I want to remember for the future?
and submit your reflection below. (You can write this reflection, collect audio, or use a link to a video; whatever works best for you!)
By reflecting on these questions, you are processing the challenge’s events and thus transferring information from short-term memory to a mental folder within your long-term memory. In this simple way, synaptic connections to prior experiences are made. In considering what should be remembered for the future, the challenge’s events are prioritized and an “action plan” is created to address a concern or share a good experience. This streamlined reflective approach allows one to decompress and release the highs and lows from a Classkick Certification challenge.