TASK 4 | PEER REVIEW & FEEDBACK
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You will share your research and help one another to identify other areas and ideas to explore.
TASK: [20 mins]
Pair up with the team opposite or beside your table. Opposite or beside only.
Choose one person to present your work so far
Set a timer for 10 minutes and aim for 3 minutes sharing and 7 minutes receiving feedback
Team A presents their problem and research completed - everybody else listens
Team B take turns to provide feedback and suggestions. What would you have researched? Have they missed something?
Team A take notes as team B provide ideas and constructive feedback
SWAP OVER
Set a timer for 10 minutes and aim for 3 minutes sharing and 7 minutes receiving feedback
Team B presents their problem and research completed - everybody else listens
Team A take turns to provide feedback and suggestions. What would you have researched? Have they missed something?
Team B take notes as team A provide ideas and constructive feedback
HELP: "Our problem is...", "Our research showed...", "We have decided to use the biological mols of... because/to do..."
USE THE INFORMATION, FORMAT & RESOURCES OUTLINED BELOW
SPECIFICALLY PLANNED POINTS OF FEEDBACK IN THIS PROJECT
SPECIFICALLY PLANNED POINTS OF FEEDBACK IN THIS PROJECT
Feedback should be an ongoing and collaborative process and students are encouraged to seek feedback frequently from within their team and from their peers throughout the whole process. However, three specific opportunities for feedback have been planned into the schedule that align with the completion of three key points of the project.
WHAT DOES GOOD FEEDBACK LOOK LIKE?
WHAT DOES GOOD FEEDBACK LOOK LIKE?
Is fair, honest and clear
Is kind, specific, helpful and honest
Is encouraging and encourages thinking
Challenges thinking and fixation
Provides questions that move the process forward
Allows for reflection
Actionable
PROBING QUESTIONS
PROBING QUESTIONS
PROBING (or POWERFUL, OPEN) QUESTIONS are intended to help the presenter think more deeply about the issue at hand. If a probing question doesn’t have that effect, it is either a clarifying question or a recommendation with an upward inflection at the end. If you find yourself asking “Don’t you think you should ...?” or “What would happen if ...?” you’ve gone beyond a probing question to giving advice. The presenter often doesn’t have a ready answer to a genuine probing question. Source
A good probing question:
Allows for multiple responses
Avoids yes/no responses
Empowers the person being asked the question to solve the problem or manage the dilemma
Stimulates reflective thinking by moving thinking from reaction to reflection
Encourages perspective taking
Challenges assumptions
POSSIBLE PROBING QUESTIONS
POSSIBLE PROBING QUESTIONS
What do you need to ask to better understand?
How do you feel when...? What might this tell you about...?
What is the one thing you won’t compromise?
What criteria do you use...?
Do you think the problem is X,Y, or something else?
What evidence exists....?
If you were X, how would you see this situation?
If time, money were not an issue...?
Why do you think this is the case?
What would have to change in order for...?
What do you feel is right?
What’s another way you might...?
How is... different from...?
What sort of an impact do you think...?
When have you done/experienced something like this before? What does this remind you of?
How did you decide/determine/conclude...?
What is your hunch about...?
What was your intention when...?
What do you assume to be true about...?
What is the connection between...and...?
What if the opposite were true? Then what?
How might your assumptions about...have influenced how you are thinking about...?
What surprises you about...? Why are you surprised?
What is the best thing that could happen?
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