View Content #28329

This activity was designed for learners of all levels. It was created to help learners consider how to evaluate their own practice and progress in the Presentational Mode.

Learning Outcomes:
Learners will be able to:

• Identify three approaches to evaluating progress in the Presentational Mode
• Complete one peer review

Mode(s): Presentational

Materials: assessing presentational communication video, peer review handout, previous work sample in the Presentational Mode

Procedure:

1. Ask learners to reflect on a time in which they created something, in any language, in the Presentational Mode. As a class, brianstorm how learners knew how successful they were. Some possible answers may include audience reaction, number of likes, comments, and grades.
2. Next, show learners the assessing presentational communication video. After watching the video, provide a few minutes for learners to add to the brainstorm completed in Step 1.
3. As a group, color-code the brainstormed answers by the three approaches to evaluating the Presentational Mode mentioned in the video: expert evaluation, community clues, and self-evaluation.
4. Next, assure learners that they all have enough expertise to provide feedback to one another about the Presentational Mode.
5. Ask learners to produce a recording or copy of something completed in the target language in the Presentational Mode. Ideally, this will be work completed before class, but they could create a short sample (e.g., a meme, a poster, or a 30-second advertisement) at this time. Regardless, it is ideal if they all work in the same genre as they begin to develop their peer review skills.
6. Next, talk with learners about what would characterize a quality work sample. This list might include structural devices (e.g., an appropriate greeting and closing to a speech or the use of idioms or puns in a meme), rhetorical devices (e.g., the use of simile or metaphor in fanfiction), or other features (e.g., well-supported claims or interesting connections). See the peer review handout for an example.
7. After that, ask learners to use the list to identify all the strengths they see in their peer’s work.
8. Next, ask learners to identify the thing they think their peers did best. They should explain why with one or two specific examples.
9. Discuss answers articulated as part of Step 8 as a class. Highlight those that are very well justified as examplars.
10. Finally, ask learners to make a suggestion about how their peers can improve. Invite them to think of their peers’ strengths at this point.

Notes:

• The peer review handout includes questions to guide Steps 8 and 10.
• Step 1 in the peer review handout was tailored for the specific activity listed on the template. While many of the options apply to a variety of contexts, teachers are encouraged to update the list to closely match their curricular needs and activity-specific goals.