Giving and Receiving FeedbackActivities & Teaching Strategies
Active learning works because Year 2 students need repeated, low-pressure practice to turn feedback into a natural part of their speaking routines. When feedback is structured in short, structured exchanges, students build confidence in both giving and receiving comments without fear of criticism.
Learning Objectives
- 1Identify specific positive attributes of a peer's oral presentation.
- 2Formulate one actionable suggestion for improvement for a peer's oral presentation.
- 3Demonstrate active listening skills when receiving feedback from a peer.
- 4Explain how a piece of feedback received can be applied to enhance a future presentation.
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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.
Prepare & details
What does helpful feedback sound like?
Facilitation Tip: During Feedback Sandwich Swap, model the sandwich structure (positive, suggestion, positive) twice before partners begin their first round.
Setup: Presentation area at front, or multiple teaching stations
Materials: Topic assignment cards, Lesson planning template, Peer feedback form, Visual aid supplies
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.
Prepare & details
How can feedback help you improve your speaking?
Facilitation Tip: During Feedback Carousel, assign each group a different colored pen so you can track whose feedback each student receives.
Setup: Presentation area at front, or multiple teaching stations
Materials: Topic assignment cards, Lesson planning template, Peer feedback form, Visual aid supplies
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.
Prepare & details
Can you give a partner one kind and helpful comment about their presentation?
Facilitation Tip: During Guided Feedback Model, choose a volunteer whose presentation has one clear strength and one clear stretch, so the whole class sees a realistic example.
Setup: Presentation area at front, or multiple teaching stations
Materials: Topic assignment cards, Lesson planning template, Peer feedback form, Visual aid supplies
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.
Prepare & details
What does helpful feedback sound like?
Facilitation Tip: In Reflection Journals, provide sentence starters on the first page so students focus on growth rather than length.
Setup: Presentation area at front, or multiple teaching stations
Materials: Topic assignment cards, Lesson planning template, Peer feedback form, Visual aid supplies
Teaching This Topic
Start with clear, simple sentence frames and model them with enthusiasm so students see feedback as a tool for celebration and gentle growth. Avoid letting any student dominate the conversation by using timers for each speaker during pair and small-group work. Research shows that immediate, specific feedback after a short performance strengthens retention, so keep lessons tight and connected to the presentation just delivered.
What to Expect
Successful learning looks like students using specific language, listening actively, and trying out at least one new idea from peer feedback. Lessons succeed when students leave feeling both valued and ready to improve their next presentation with clear, kind guidance.
These activities are a starting point. A full mission is the experience.
- Complete facilitation script with teacher dialogue
- Printable student materials, ready for class
- Differentiation strategies for every learner
Watch Out for These Misconceptions
Common MisconceptionDuring Feedback Sandwich Swap, watch for students who give only criticism or only praise.
What to Teach Instead
Model the sandwich structure twice and have students underline the positive and suggestion in their partner’s feedback before they share it aloud.
Common MisconceptionDuring Feedback Carousel, watch for students who assume every comment must be followed exactly.
What to Teach Instead
After reading all comments, ask each student to circle the one idea they will try and explain why to their group.
Common MisconceptionDuring Guided Feedback Model, watch for students who believe only teachers know what good feedback sounds like.
What to Teach Instead
Invite the class to vote on which modeled feedback comment was most helpful and justify their choice in one sentence.
Assessment Ideas
After Feedback Sandwich Swap, observe partners for the use of specific language and kindness in their feedback to peers.
After Reflection Journal, collect journals and check that each student wrote one piece of feedback they received and one idea for their next presentation.
During Guided Feedback Model, ask 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.
Extensions & Scaffolding
- Challenge: After Feedback Carousel, ask students to rank the three most helpful comments and explain why in one sentence.
- Scaffolding: Provide a word bank on index cards with phrases like ‘I noticed...’ and ‘Have you thought about...?’ for students to reference during pair work.
- Deeper exploration: Invite students to present a second time after a week, using at least two pieces of peer feedback, and compare their first and second recordings.
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. |
Suggested Methodologies
Planning templates for English
More in The Art of the Oral Story
Active Listening Strategies
Learning how to listen for main ideas and ask clarifying questions.
2 methodologies
Retelling with Expression
Using vocal variety and facial expressions to retell a known story to an audience.
2 methodologies
Collaborative Discussions
Participating in group conversations by contributing ideas and building on the comments of others.
2 methodologies
Telling Personal Anecdotes
Practicing sharing short personal stories or experiences with classmates.
2 methodologies
Using Appropriate Volume and Pace
Adjusting speaking volume and pace for different audiences and purposes.
2 methodologies
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