| Body | by Madi Collins, CASLS Student Worker
This activity engages learners in a 3-2-1 reflection protocol and is appropriate for all levels of language learners. In this activity, learners will provide one another with peer review of a prepared presentation and will self-evaluate their own recorded presentations. They will then use this feedback to inform improvements before ultimately presenting to the group or educator.
Learning outcomes:
Learners will be able to:
- Give and apply peer feedback to a spoken presentation utilizing a 3-2-1 protocol
- Engage in self-evaluation of a spoken presentation utilizing a 3-2-1 protocol
Mode(s): Presentational and Interpretive
Materials: Practicing Presentational Speaking video, Peer Feedback and Reflection on Presentational Speaking Handout , prepared presentation
Procedure:
- Direct learners to prepare a presentational speech before meeting as a group. This presentation could be part of a major summative assessment such as an Integrated Performance Assessment, or it could be something smaller depending on the needs of your learners. For example, Novice learners might create a presentation about a survey related to the group’s likes and dislikes, Intermediate learners might create their own news reports, and Advanced learners might create a public service announcement.
- Show the Practicing Presentational Speaking video to learners. Discuss the following questions and document learners’ answers on a shared, accessible space (e.g., the whiteboard or a Google Doc):
- How comfortable do you feel identifying three strengths in your work or in a peer’s work? What are some strengths that you could look for (some ideas may include having a clear purpose, using effective transitions, having clearly supporting ideas, organization, the use of non-verbal cues, use of tone and register, meeting genre-specific expectations, and using varied and engaging vocabulary)?
- How comfortable do you feel identifying weaknesses in your work or in a peer’s work? What might weaknesses “look” like?
- Inform learners that they will be practicing self-evaluating and giving feedback. They should use their answers from Step 2 to inform this process.
- In pairs, learners will present to one another and record their presentations. They will complete the 3-2-1 protocol on the Peer Feedback and Reflection on Presentational Speaking Handout after observing their peer. Then, they will watch the recording of their video to see if they agree with their peer’s evaluation and will document their ideas.
- Next, as a group, ask learners to share their questions from the final step of the handout. Provide input and feedback.
- Provide time for learners to revise their presentations based on their self-evaluations and the feedback they received. This step may have to be completed outside of instructional time.
- Finally, learners will present!
Notes:
- An optional and beneficial extension for this activity is the inclusion of additional reflection as an exit ticket after Step 7. Some questions that you may wish to utilize are listed here.
- Was it helpful practicing with a peer? How so?
- Was it helpful to watch a recording of your presentation? How so?
- What review strategies will you continue using going forward?
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