Teach students specific feedback protocols or structures that they can use when providing feedback to their peers. For example, the "I like, I wonder" model encourages students to share something they like about their peer's work and something they wonder or have a question about. Provide opportunities for students to practice using these protocols during math activities and discussions.
Organize peer conferences where students have the opportunity to give and receive feedback on their math work. Pair students up and provide them with clear guidelines on how to provide constructive feedback. Encourage students to focus on specific aspects, such as the clarity of explanations or the accuracy of solutions. Model effective feedback techniques before students engage in peer conferences.
Conduct gallery walks where students can observe and provide feedback on each other's math work displayed around the classroom. Provide guiding questions or prompts to help students focus their feedback on specific aspects of the work. Encourage students to write their feedback on sticky notes or comment sheets and attach them to the displayed work.
Use the think-pair-share strategy to encourage students to provide feedback to their peers. After a math activity or problem-solving task, instruct students to think individually about what they liked or found impressive about their partner's work. Then, pair them up to share their feedback. Finally, provide an opportunity for students to share their observations and feedback with the whole class.
Provide students with sentence starters or sentence frames to support them in providing constructive feedback. These can include prompts such as "I noticed that..." or "One suggestion I have is..." Display these sentence starters on a poster or provide them on individual cards that students can refer to when giving feedback.
Develop rubrics or checklists that outline specific criteria for high-quality math work. Share these tools with students and encourage them to use them when providing feedback to their peers. This helps students focus their feedback on specific aspects and provides a clear structure for their evaluations.