Peer Feedback from xxx

Praise: I like that the group used a different strategy that is more applicable to their subject area.

Question: How can differentiation be done for students who are of different levels of readiness in the class?

Polish: Provide students with rubrics or scaffold for the reflect part (emphasize the use of Scientific terms)

Question: How familiar are the students with musical terms? E.g. dynamic balance, what is the model Bunga Sayang melody

Polish: Perhaps provide students with success criteria in the form of a checklist with a score for their PQP. --> so it is clearer which sections in the piece the feedback is referring to

Question: What tools are used to draw the mental maps?

Polish: Maybe can explore using the different ways to draw the mental maps

Question: How can we allow other peers to visibly see other responses real-time?

Are the rubrics catered to students' level of readiness?

Polish: May want to consider using padlet or google docs.

May want to provide scaffolded rubrics to manage students' expectation.

Question: How good is the students' recommendation? How well-versed are they (eg aircon placement is traditionally the ceiling area, but GBTB aircon is on the floor, chilled water on the ground)

Polish: Bring the students on a LJ to see the different kind of infrastructure or provide videos/documentary.

• Use of scaffold (demonstration + modelling)

Question:

• How many lesson does this take place? Doing it once might not be enough

• Not enough context. For instance, does the teacher insist that the students follow her steps exactly? Are there rooms for creativity (different ways of doing the map)

Polish:

• Provide additional resources for students who cannot multi-task, eg, listen, understand while trying to follow teacher's demonstration.

• Provide more context for students, eg, purpose of map, when do we usually use it, certain examples, etc.

Question: Do the rubrics include mathematical terms or language that is simple for students to understand?

Polish: Are there any Edtech tools to help students better visuals 3D structures in trigo?

Question: would teacher be guiding the students as they work their map or would the feedback be left till the peer feedback?

Polish: have a session for teacher feedback after the peer feedback.

1. There is a deliberate pairing of groups for feedback so it is not free for all.

2. There is a rubric for students to follow.

Question:

1. Are the students familiar with the peer feedback rubrics?

Polish:

1. Good to give an example of the audio that will match the sample pqp answers.

2. Might be good to give more specific feedback.

Use of same musical terms throughout lesson and in rubrics.

Question

Questions are broad - "which sections are unclear to them?"

Polish

Assign different sections to different groups so all have a role to play while a group is presenting. Group 1 presents, Group 2 to focus on melody, Group 3 to focus on beats, and so on

Question : How does the teacher uses rubrics of the elements of success criteria to do peer feedback? Polish : Teacher to provide clearly how to classify the rubrics for different levels for peer feedback

•The activity is simple and relatable for students of all readiness levels.

• It allows the students to be creative and to apply and showcase their skills at communicating their mental schema.

• There is a clear checklist of items to include in the map.

• Success is achievable for everyone.

Question

• What are some of the items that need to be included?

• What is the purpose of this map?

• Who is the target audience of this map?

• How big should this map be and how detailed do we want it to be?

Polish

• Would it be better if more of the boundaries were specified?

• Would it help if the students were brought to observe the area to be mapped?

Would it help if specific materials or tools to be used are specified?

•Would it help to discuss divergent or even conflicting ways of expressing similar ideas of communicating mental schemas visually?