Sackstein
(2017) argues that peer feedback enhances learning for both the student
providing feedback and the student receiving feedback (p. 4). He argues that if
all students were empowered to give meaningful feedback to each other, less
students would be sitting and waiting for teacher direction and more students
would be taking responsibility for their own learning and demonstrating self-advocacy
(Sackstein, 2017, pp. 11-13). Over years of teaching experience Sackstein
(2017) discovered that “student-to-student feedback is often received more
positively than teacher-to-student feedback” (pp. 3-4). Sackstein (2017)
encourages teachers to shift their mentality from the teacher as the expert to
a room full of experts of different things, with students as the experts,
facilitators and leaders (p. 14). Sackstein (2017) warns that without clear
expectations and teacher follow-through, peer feedback may breakdown (p. 14).
However, with these teacher supports, student may be able to reach higher
levels of learning and mastery.
In my fourth
grade classroom, students work with partners or triads in all subjects. Yesterday,
I listened in on a peer conference at the end of our writing lesson. Students
were directed to share their “quick write” (using a newly learned pre-writing
technique) with their writing partner. The partner was expected to listen by
facing their partner and then respond with “I like …”. The pair of students I
observed included one student who is writing at expected fourth grade level and
one student with barely legible handwriting. When the second partner could not
read his own handwriting, the student listener stepped right in. “I can tell
you were writing about something important to you,” he began, “because you are
excited about reading it to me and you wrote a lot more words than I’ve seen
you write before”. This was by far a better response (and more positive) than I
could have generated in that moment. This interaction is an excellent example
of how peer feedback can be used to help empower both students with their
learning.
Unfortunately,
it doesn’t always go as smoothly as yesterday. Last week, students worked in triads
to brainstorm ideas and creatively design our class mission statement. Student
triads were given a large piece of paper and markers to show their thinking.
After all groups put their ideas to paper, I encouraged students to move around
the room and provide other peer groups with feedback on sticky notes. While the
feedback was valuable from my perspective, most students complained that the
sticky notes they received were “mean”. I looked at the feedback and didn’t
agree. Notes like “add more color” and “you used the same word three times”
provided valuable feedback from my perspective. I realized that I hadn’t
prepared my students to receive critical feedback and their expectations were
that they had already achieved perfection.
After
exploring Stackstein’s suggestions and reflecting on peer feedback in my
classroom over the last week, I am inspired to allow students more opportunities
to provide their peers with feedback. I am reminded that clear expectations and
teacher follow-through are necessary components to ensure that this process is
valuable for all learners. I wonder how I can incorporate peer feedback into my spring feedback and motivation study. I will consider what expectations I will need to explicitly teach my students to ensure that this peer feedback is most valuable for all learners and has the greatest positive effect on students' motivation for future learning.
Reference
Sackstein, S. (2017). Peer
feedback in the classroom: Empowering students to be the experts. Alexandria, VA, USA:
ASCD.
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