Students give feedback to self and group
Students on expedition have most likely been given the opportunity to give and receive positive and constructive feedback by their instructors and peers. Offering a final feedback session allows students to reflect again on themselves – and to be a sounding board for their crew-mates.
1. Have the group circle up.
2. Review or create expectations or agreements for peer feedback. This is an important step—and may take a bit of time. Use the Feedback Handout as a guide for this step. You can print and hand out the resource and read it through together, or use it to create feedback agreements that you present to the group. Consider asking the group what feedback was like during their expedition, and what feedback they remember or felt impactful to them then.
3. Share with the group that this time is designed for the group to give feedback to each other and themselves now that some time has passed from the expedition. Often, with time, certain things stand out more clearly; and with some context of being back in school, students may view themselves, the group, or certain ideas or actions differently.
4. Explain that you will ask students take turns sharing positive and constructive feedback about themselves and/or each other.
5. Begin by asking the group to think back over the expedition for areas of feedback to give self and group. Give a good amount of time to think, have students write down notes for themselves. Consider prompting for students to think about different categories such as:
• Group Relationships
• Idea Sharing
• Problem Solving
6. You can run this feedback session any number of ways, here is one suggestion:
Student #1 begins with self-feedback, then the class offers feedback about what they noticed concerning that student.
Student #2 goes next with self-feedback, next the class offers feedback to him/her, etc. and continues onward.
1. Having students use feedback stems keeps feedback structured and following good feedback protocol. Here are some examples:
A positive trait I noticed about you was ___, I saw this when you ___.
I appreciate __________.
I noticed that you ____________, this made me feel __________.
Next time you could try ___________.
When you _______, it worked well/didn’t work well because ________.
Post these in the circle for students to utilize.
2. Peer feedback is one of the most powerful forces of change and accountability! However, for feedback to work as a constructive element, the group must have a base level of trust and support. Running a feedback session with students who are not prepared, who may not follow feedback norms, or who may use this time to poke passive-aggressive comments will ultimately do more harm than good. If your group is not ready for a peer feedback session yet, work on getting there! Save this lesson for later if need be.