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Self/peer evaluation can be way more powerful than coming from an instructor.

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Good for students to hold each other accountable

Good for students to hear it from peers instead of always the coaches

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Would be good when students are critiquing work of another student.

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Students have buy-in because they are competing
Good way to practice the skill without having to write a paper

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Helps students develop opinions from class notes and readings

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Give each student 3 post-it's (but they can take more). After each project (ranging from 2-6 weeks in length), I gather things students think we should start (haven't done yet, aren't doing); stop (things they don't like or want to avoid); and continue (things that we're doing that they enjoy)

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Need to be careful that the "stations" have a task that can be completed in roughly the same amount of time as another station. If one station takes way too long, and one takes only seconds, then students are milling around without a station - or purpose - and get off task.

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Have used similar exercise in math.  Posted 4 -6 problems with errors and have students find/discover the errors in pairs.

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This could be very helpful as an introductory or review activity.

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If feedback is discussion based it will be authentic.

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Guided way to get students to have focused conversations about their work in math class.

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I like that there are steps for the feedback and that the reviewee is asking what the reviewer should be looking for instead of the reviewer just tearing apart everything in the paper. Also, this strategy has the students give positive feedback and suggestions also and just not all negative.

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Similar to strategies we are already using but has a more structured approach.
Adds clear roles so students are able to have a complete voice

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Good way to get your kinesthetic learners engaged in the learning.

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Good for getting a lot of information in a short amount of time. Classroom management is the majority of the work when the activity is happening. If you don't manage it well, it can get away from you qui

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Use these in math for scavenger hunts. Works well to get the students up and moving so they aren't sitting and learning the whole class period.

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Is very difficult for individuals who struggle with focusing-can be a little overwhelming when there are multiple groups.

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-a way for students to critique others work.
Thought it would be good to use in conjuction with gallery walks

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The example given was a basic activity, but depending on what students are to accomplish at each station, it could be modified to be productive.

It meets quality indicators.

I have used something similar in Spanish classes, but need to make sure that students have a specific purpose at each station.

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I like how it has explicit steps for constructive feedback. This allows students to provide quality feedback for their peer. It would be interesting to see how this could be incorporated in math for more than just a few units.

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- Alysse uses a version of this strategy for a project in her Interior Design class.  She says she could use help developing a section for Clarification.
- Suzanne has students give feedback after labs.  She says she gets more honest feedback from students when she has them write it instead of saying it out loud.
- Alysse talked about doing them anonymously versus having students know who completed them.
- Sometimes have issues with getting students to provide more detailed feedback.  (Student says, "The living room is too big."  Alysse asks, "Why is it too big?"  Student answers, "The furniture that was picked is too small for the room."