| Body | 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:
- 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.
- 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.
- 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.
- Next, assure learners that they all have enough expertise to provide feedback to one another about the Presentational Mode.
- 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.
- 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.
- After that, ask learners to use the list to identify all the strengths they see in their peer’s work.
- Next, ask learners to identify the thing they think their peers did best. They should explain why with one or two specific examples.
- Discuss answers articulated as part of Step 8 as a class. Highlight those that are very well justified as examplars.
- 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.
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