English · Year 5

Active learning ideas

Giving and Receiving Constructive Feedback

Active learning works for constructive feedback because students practice communication skills in low-stakes, real-time situations. When students engage in role-plays and group discussions, they experience feedback as a two-way process rather than a one-sided evaluation, which builds confidence and clarity.

• ACARA Content Descriptions
• AC9E5LY01
• AC9E5LY09

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Think-Pair-Share
• 30 min · Pairs

Role-Play Pairs: Feedback Sandwich

Pair students to present short poetry recitals. After each performance, the partner gives feedback using the sandwich method: positive comment, constructive suggestion, positive close. Switch roles and discuss what made feedback helpful. Debrief as a class on patterns.

How does specific and actionable feedback help improve public speaking skills?

Facilitation Tip

During Role-Play Pairs, provide sentence stems to guide feedback, such as 'I noticed...' and 'This made me feel...' to structure responses.

What to look for

After students present their poems, provide them with a simple checklist. The checklist should ask: Did the presenter speak clearly? Did they use expression? Did they make eye contact? Students tick 'Yes', 'No', or 'Sometimes' and write one specific positive comment and one specific suggestion for improvement.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 02

• Think-Pair-Share
• 45 min · Small Groups

Feedback Carousel: Group Presentations

Form small groups for mini-discussions on poems. Groups rotate to hear one presentation, leave sticky-note feedback with one strength and one action step, then receive feedback from the next group. End with self-reflection on received notes.

Differentiate between constructive criticism and unhelpful commentary.

Facilitation Tip

For the Feedback Carousel, set a timer for each station so students practice giving concise, focused comments under time pressure.

What to look for

Students write down one piece of feedback they received today that was helpful and explain why. They also write one piece of feedback they gave that they think was specific and actionable.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 03

• Think-Pair-Share
• 40 min · Whole Class

Whole Class Feedback Circle

Students present poems one by one in a circle. Class members offer one-word descriptors for positives and one suggestion each. Presenter thanks the group before the next turn. Record common themes on the board for analysis.

Design a feedback framework that promotes growth and positive communication.

Facilitation Tip

In the Whole Class Feedback Circle, model how to paraphrase feedback before responding to build active listening skills.

What to look for

Teacher observes students during a pair-share activity where they discuss a peer's presentation. The teacher listens for students using specific language (e.g., 'I liked how you paused before the last line' instead of 'Good job') and offering suggestions (e.g., 'Maybe try speaking a little louder in the next stanza').

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Think-Pair-Share
• 25 min · Individual

Individual Feedback Journals

After watching peer videos of performances, students write feedback in journals using a template: what worked, what to improve, how to improve. Share select entries in pairs for discussion and revision.

How does specific and actionable feedback help improve public speaking skills?

Facilitation Tip

Use Individual Feedback Journals to encourage students to revisit comments and track their progress over time.

What to look for

After students present their poems, provide them with a simple checklist. The checklist should ask: Did the presenter speak clearly? Did they use expression? Did they make eye contact? Students tick 'Yes', 'No', or 'Sometimes' and write one specific positive comment and one specific suggestion for improvement.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach this topic by modeling feedback frameworks first, then scaffolding student practice with gradual independence. Avoid moving too quickly into abstract discussions about feedback—students need repeated, guided practice to internalize the language and purpose. Research shows that students benefit from seeing feedback as a routine part of learning, not an evaluation of their worth.

Successful learning looks like students using specific language to highlight strengths and offer actionable suggestions. They should demonstrate active listening, thank peers for feedback, and reflect on how comments can improve their work. Clear frameworks help them move beyond vague praise or criticism.

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Watch Out for These Misconceptions

• During Role-Play Pairs, watch for students who only point out mistakes or only give vague praise.

  Guide students to use the feedback sandwich structure: start with a specific strength, offer one actionable suggestion, and end with encouragement. Provide role cards with examples like 'I liked how you varied your tone in the chorus.'

• During Feedback Carousel, watch for students who rush through comments without considering their impact.

  Ask students to write down their feedback before sharing it aloud, ensuring each comment is specific and kind. Use the station prompt cards to remind them of the feedback framework.

• During Whole Class Feedback Circle, watch for students who react defensively to feedback.

  Model how to respond with phrases like 'Thank you for noticing that. I’ll try speaking louder next time.' Encourage peers to use the same language when giving feedback.

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Methods used in this brief

• Think-Pair-Share