According to University
of Canberra, “One way to deepen reflection is to share thoughts, ideas and
practice with peers. Peer feedback as a natural part of good teaching is a
process of shared inquiry and dialogue. It is a way of engaging colleagues in
scholarly conversations about teaching.” Peer feedback provides an opportunity to
reflect constructively. There are many approaches to providing this feedback. One
example is ‘warm and cool feedback’ where the colleague comments on the
positive aspects of a peer's work, they are said to be giving warm feedback,
and when they identify areas that need improvement, they are providing cool
feedback. They provide hints on 'how to raise the temperature' when they give
advice about how their peer could improve their work. Another example is ‘plus,
minus and what’s next?’ During this process the colleague comments on what was
done well, and also on what could be done better.
When providing feedback, whether as a colleague or a teacher, it is important to focus on the positive aspects first. The warm feedback is an acknowledgement and a confidence booster for the receiver. If we provide negative or cool feedback first, the receiver is focussed on these aspects and often fails to see what has been accomplished. Warm feedback often leads us to being more open to constructive criticism.
The feedback, provided by my colleagues, has been extremely beneficial. I have been able to consider and apply some feedback. Due to the timeliness of other feedback, changes have not been included in the first stage of this blog, but have been noted for the second stage.
My responses to peer feedback:
Thanks for the feedback, Kate. I apologise about the fonts. I typed the blog using a word document, but it has not transferred across. I wasn't sure how to solve the problem because on my word document the font was showing it being all the same, except the headings. There are some very obvious differences, so thank you for being a second pair of eyes.
When providing feedback, whether as a colleague or a teacher, it is important to focus on the positive aspects first. The warm feedback is an acknowledgement and a confidence booster for the receiver. If we provide negative or cool feedback first, the receiver is focussed on these aspects and often fails to see what has been accomplished. Warm feedback often leads us to being more open to constructive criticism.
The feedback, provided by my colleagues, has been extremely beneficial. I have been able to consider and apply some feedback. Due to the timeliness of other feedback, changes have not been included in the first stage of this blog, but have been noted for the second stage.
My responses to peer feedback:
MargSeptember 15, 2013 at 3:13 AM
Thanks Catherine for your feedback. My experience, both as a classroom teacher and a teacher librarian, is that teachers are looking for practical and relevant material for their units of work. During this time of change, they are also searching for resources that will help them scaffold inquiry learning for their students.
Thank you Catherine for your valuable feedback. It is always worthwhile having a second pair of eyes viewing you work.
Thanks for your feedback Kate. I didn't provide as much information on the second ILA as I thought I would cover that in Blog 2. It was frustrating changing ILA. I went from one of collaboration to one of observing, which partially explains the difference in detail.
I acknowledge your comment, Kate, about the Year 9's, but research shows that not all students have access to a computer or the internet, particularly at home. We conducted a survey within our region and the results were quite interesting.
Thanks for the feedback, Kate. I apologise about the fonts. I typed the blog using a word document, but it has not transferred across. I wasn't sure how to solve the problem because on my word document the font was showing it being all the same, except the headings. There are some very obvious differences, so thank you for being a second pair of eyes.
REFERENCE
'Feedback from Peers: Purposes of peer
feedback', University of Canberra, 2012, Accessed: 16th September 2013,
Source: from: http://www.canberra.edu.au/tlc/evaluation/feedback-from-peers
