The following examples describe how presentations during group projects promote verbal peer feedback.
Example 1:
Example 1:
Description: Peer feedback is given after the group presentation; students complete the peer evaluation in written format.
What teacher does (and when) –
| • | Asks questions and give comments to the presenter group; and |
| • | Gives an evaluation sheet to the students prior to the presentation to rate the performance of each group independently (except their own group) |
What students do (and when) –
| • | Give feedback and ask questions to the presenter group; |
| • | Respond to the questions and/or comments given by other peers, regarding their own presentation; and |
| • | Submit written final report one week after the presentation |
Teacher’s comments
| • | The teacher said he was not sure on how much revision students did after receiving feedback in the presentation, but he was sure they had done some revisions; |
| • | The teacher said the idea of submitting the final report after the presentation was to provide a chance for self-reaction and to receive further feedback * * * * * * |
Example 2:
Description: 10-minute group presentation in a small class with less than 25 students
What teacher does (and when) –
| • | Gives feedback to students, right after students give the peer feedback to the presenting group after the presentation |
What students do (and when) –
| • | Give peer feedback to the presenting group after the presentation |
Teacher’s comments
| • | The teacher commented that when students knew each other in a small class, they would be more confident about speaking up and critiquing and criticizing people; and |
| • | The teacher thought giving feedback after the presentation was really effective in smaller classes with less than 25 students. * * * * * * |
Example 3:
Description: 5-minute oral presentation in group for ‘Spaghetti bridge experiment’
What teacher does (and when) –
| • | Encourages and requires students to ask questions or make suggestions to the presenting group |
What students do (and when) –
| • | Each group has to ask questions to other presenting groups |
Teacher’s comments
| • | The teacher said students felt he forced them to give feedback at first and later on they seemed to enjoy providing peer feedback; and |
| • | The teacher said the comments from students were reflective and helpful for students' learning because they were all facing to the same design problems * * * * * * |
Example 4:
Description: Mid-term group presentations that receive teacher feedback and peer critique after the presentation
What teacher does (and when) –
| • | Gives feedback after each presentation and raises questions at the end of all presentations; |
| • | Randomly picks a group to give a 5-minute critique to the presenting group; and |
| • | Gives bonus mark to those students who raise good question or have good response |
What students do (and when) –
| • | Give feedback to the presenting group as a peer critique; and |
| • | Respond to peer’s questions after own presentation |
Teacher’s comments
| • | Teacher said she didn’t know how effective students would be in doing the critique, but she usually raised some questions to arouse their critical thinking in the lecture, so she thought the students were quite used to doing the peer critique technique; and |
| • | Teacher said students were not required to incorporate teacher’s or peer comments into the final report |
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