Peer Review Expectations

​MDC Tuning Protocol

Open Ended

What are some benefits of getting feedback from others on our work?

Multiple Choice

What does the word "tuning" mean with instruments?

• Hitting the instrument with a tuna fish repeatedly.

• When an instrument that sounds wrong is adjusted until it sounds right again.

• When you change the TV channel because the show is so boring.

• Honestly, idk, I'm not musically talented.

​"Tuning" is what we're doing when peer reviewing!

Everyone can benefit from having their work checked over by another.

​

Getting feedback, and then adjusting your work until it's just right for submission is our version of tuning in this class!​

​Here's our "norms" when it comes to giving feedback in my classroom....

What's a "norm?"

This is a VERBAL CONTRACT on how we are going to act and behave during this time. 

These norms will hold us ACCOUNTABLE so that we may have thoughtful, constructive, and significant conversations.

Multiple Choice

Which two parts of Plains POWER most apply to OTHERS?

• Perseverance and Respect

• Ownership and Work Ethic

• Empathy and Ownership

• Empathy and Respect

Multiple Choice

Which is the correct definition of empathy?

• Understanding that people are sensitive so sometimes you have to lie to them.

• Realizing everyone is different and you don't have to care about that.

• Being able to understand and share the feelings of someone else.

• Minding your own business.

​When making comments on another student's work, it's important and expected to show both RESPECT and EMPATHY for the person whose work you're commenting on.

​

With that in mind....​

Norm #1

Your comments should focus on the WORK not the PERSON.

​

This means you're allowed to point out things that are wrong or need fixed with the WORK, but we are NOT commenting on the person themselves.​

BAD Example

"You really need to pay attention to spell check. Your spelling is rough."

​

This comment focuses on the student's ability to spell, instead of simply letting them know there are corrections that need made.

GOOD Example

"There are a few spelling mistakes in your facts, I would look over those again."

​

This focuses on the mistakes and suggests improvement and looking over work again, it doesn't attack the student's ability to spell.

Multiple Choice

Which is an example of a comment focused on the WORK and not the STUDENT?

• "I think making the title bigger so it stands out more would help your infographic."

• "Your writing is sloppy, you should practice your spelling."

• "I'm not sure you understand what colors go well together."

• "I don't like the topic you picked."

Norm #2

Our feedback should be SPECIFIC and HELPFUL.​

Find a way to suggest how they should fix what's wrong, don't just list what's wrong without any help.

BAD Example

"There's some words hanging out of boxes and it makes it look sloppy."

​

Where exactly are words hanging off? When we've been looking at our own posters for days it can be hard to know!

GOOD Example

"If you look at the intro sentence, it's hanging out of it's box. I'd move it so it's all evenly spaced."

​

This is specific, now the student knows exactly where to look to fix the problem.

Multiple Choice

Which comment is NOT specific and helpful?

• "Everything looks good, I just don't see your required graph. Make sure to add this before you submit."

• "I'm only seeing two facts. You need to add one more fact to have the required 3."

• "I'm seeing a lot of blank space. Try adding some graphics like flowers or stars around it to fill out that space."

• "You're missing like three of the required things from the checklist. Make sure to put those in before you submit."

Norm #3

BALANCE your feedback.

Always acknowledge one positive (GLOW) before pointing out what's missing or needs changed (GROW).

Every piece of work you look at should have at least one correct thing going on. Make sure you acknowledge at least one positive thing when giving feedback.

BAD Example

"The colors on this don't go well together. I'd change them to warmer colors."

​

Suggesting changing some colors isn't bad in itself, but try to word things as positively as you can.

GOOD Example

"You have a lot of great graphics going on here! I think changing some colors to warmers ones would make this really pop!"

​

Notice the positive isn't even related to the colors. This is okay! As long as at least one positive thing was said.

Multiple Choice

Which is NOT an example of balance in feedback?

• "You've got a clear title going on! Just don't forget to add a sentence about your topic."

• "There's just so much missing here, but I'll just say that everything is all over the place and not centered."

• "You chose a great template for your topic! If you want to make it match more, I think a dark blue font would be great for this theme."

• "That's a great graph you chose. It is a little hard to see, maybe you could shrink some of your text boxes so you'd have room to make it bigger."

Norm #1

Focus on the WORK not the STUDENT.

In Conclusion...

Norm #2

Keep comments SPECIFIC and HELPFUL.

Norm #3

BALANCE your feedback with GLOWS and GROWS, positives and negatives!

​- Ms. Caudill

I expect to see comments from you that follow these norms as we give feedback on projects!