English · Year 2 · The Art of the Oral Story · Term 3

Giving and Receiving Feedback

Learning to offer constructive feedback and accept it gracefully in oral presentations.

• ACARA Content Descriptions
• AC9E2LY08

About This Topic

Giving and receiving feedback strengthens Year 2 students' oral presentation skills by focusing on constructive peer input. Students learn to provide specific, kind comments using structures like 'I liked how you used expression' or 'Next time, speak a bit louder so we all hear.' They practice receiving feedback through active listening, thanking peers, and noting one idea to try. This meets AC9E2LY08, which requires discussing and evaluating language choices in presentations to support growth.

In The Art of the Oral Story unit, this topic enhances retelling narratives with clarity and engagement. It builds essential skills in collaboration, empathy, and self-regulation, as students view feedback as a shared tool for better speaking. Regular practice helps them internalize positive phrasing and resilient responses, fostering a supportive classroom culture.

Active learning excels here with paired exchanges and group rotations after mini-presentations. These approaches make feedback feel safe and immediate, allowing students to experiment, observe peer models, and refine techniques through real application. Hands-on repetition turns social skills into habits that boost confidence and presentation quality.

Key Questions

1. What does helpful feedback sound like?
2. How can feedback help you improve your speaking?
3. Can you give a partner one kind and helpful comment about their presentation?

Learning Objectives

• Identify specific positive attributes of a peer's oral presentation.
• Formulate one actionable suggestion for improvement for a peer's oral presentation.
• Demonstrate active listening skills when receiving feedback from a peer.
• Explain how a piece of feedback received can be applied to enhance a future presentation.

Before You Start

Oral Presentations: Sharing a Story

Why: Students need experience presenting orally to have something to receive feedback on.

Classroom Communication Skills

Why: Students require basic skills in speaking clearly and listening to others in a group setting.

Key Vocabulary

Constructive feedback	Comments that are helpful and specific, aiming to improve something. It focuses on what can be done better next time.
Specific praise	Highlighting a particular strength in a presentation, like 'I liked how you used your hands to show the size of the dragon.'
Actionable suggestion	A clear idea for improvement that a speaker can try, such as 'Next time, try standing up straight so we can see you better.'
Active listening	Paying full attention to the speaker, nodding, and showing you understand what they are saying before responding.

Watch Out for These Misconceptions

Common Misconception

Feedback is just pointing out mistakes.

What to Teach Instead

Feedback balances positives with suggestions to encourage growth. Paired practice with sentence starters shows students how kind phrasing motivates, helping them experience its uplifting effect on peers during role-plays.

Common Misconception

You have to agree with and use all feedback.

What to Teach Instead

Feedback offers ideas to consider selectively. Group carousels let students discuss notes politely, learning to choose helpful ones while building confidence in their own choices through peer dialogue.

Common Misconception

Only teachers can give good feedback.

What to Teach Instead

Peers provide fresh, relatable insights. Whole-class modelling followed by student trials demonstrates how classmates spot unique strengths, fostering trust in peer input via shared successes.

Active Learning Ideas

Pairs: Feedback Sandwich Swap

Each pair prepares a 1-minute oral story retell. Partner one presents, then the listener gives feedback: positive comment, one suggestion, positive close. Switch roles and discuss what helped most. Pairs share one key takeaway with the class.

20 min·Pairs

Small Groups: Feedback Carousel

Form groups of four. Each student presents a short story excerpt while others listen. After, group members write one positive and one helpful note on sticky notes and attach to the presenter's paper. Rotate presenters and review feedback received.

30 min·Small Groups

Whole Class: Guided Feedback Model

Teacher or volunteer models a story presentation. Class uses sentence starters on board ('I liked...', 'You could try...') to offer feedback aloud. Students then pair up briefly to practice the same on each other before whole-class share.

25 min·Whole Class

Individual: Reflection Journal

After a presentation and peer feedback, each student draws or writes one strength and one goal in their journal. Review journals in pairs to plan improvements for next talk. Share select reflections class-wide.

15 min·Individual

Real-World Connections

• Actors receive feedback from directors during rehearsals to refine their performances, focusing on vocal projection, character expression, and stage movement.
• Young athletes listen to coaches during practice sessions. Coaches offer specific advice on how to improve their technique, such as adjusting their throwing arm or running stride.

Assessment Ideas

Peer Assessment

After a short presentation, students use a simple sentence starter: 'I liked how you...' and 'Next time, you could try...' They share their feedback with their partner. Teacher observes for kindness and specificity.

Exit Ticket

Students write down one piece of feedback they received from a peer. Then, they write one sentence explaining how they might use that feedback in their next presentation.

Quick Check

Teacher asks students to give a thumbs up if they can name one thing they did well in their presentation, and a thumbs sideways if they can name one thing they could improve. This checks for self-awareness after receiving feedback.

Frequently Asked Questions

How do Year 2 students learn to give constructive feedback on oral presentations?

Use simple structures like the feedback sandwich: positive, suggestion, positive. Model with class examples from story retells, then practice in pairs with timers for short turns. Visual aids such as posters with starters reinforce phrasing. Over sessions, students self-assess their comments for kindness and specificity, aligning with AC9E2LY08 evaluation skills.

What are good examples of feedback for Year 2 oral stories?

Positives: 'Your voice was loud and fun.' Suggestions: 'Add pauses for drama.' Encouragement: 'I want to hear more next time.' These focus on observable skills like volume, expression, and eye contact. Tailor to AC9E2LY08 by targeting language choices, helping students improve storytelling delivery through peer lenses.

How does active learning help teach giving and receiving feedback?

Active methods like paired swaps and group carousels provide low-risk practice, making abstract skills concrete. Students immediately see feedback's impact on peers, building empathy and phrasing fluency. Rotations ensure everyone participates, while reflections solidify learning. This hands-on approach boosts engagement and retention far beyond teacher-led talks, creating a feedback-rich environment.

What challenges arise when Year 2 students receive feedback?

Younger students may feel defensive or interrupt. Teach listening cues like nodding and 'Thank you' responses first through modelling. Follow with reflection time to process ideas positively. Pair shy students with kind peers initially. These steps, tied to AC9E2LY08, turn potential frustration into growth mindset habits over repeated practices.