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Peer feedback: Speed dating

Brief description

In this exercise the students discuss their problem statements on the basis of a concrete assignment in brief one-on-one dialogues. The students give each other feedback on the problem statements and generate further ideas on the basis of this. This causes the students to become active ‘peers’ in each other’s writing processes, and from the exercise they harvest various input for their own problem statement which they can continue working on in future.

Motivation for the exercise and required outcome

The use of the speed dating exercise in your teaching helps you to ensure that the students gain greater independence in their writing process and sharpen their analytical senses. The exercise trains the students to identify central concepts and ideas in a problem statement which can be used in a targeted manner in literature searches and the ongoing writing process. The exercise also teaches the students to consider each other’s work and give each other feedback based on their academic intuition. This is because the exercise forces them to engage in fast-paced academic discussions. This creates a high energy level and sheds light on many different ideas.

Performing the exercise

  • You as a teacher must act as timekeeper during the speed dating exercise, in which the students give feedback and generate ideas based on their own problem statements.
  • By way of preparation the students should bring along their draft problem statements for the specific assignments on which they are working. These problem statements should be written on paper.
  • The students stand in pairs in long rows facing each other. The students read their problem statements aloud to the student facing them, and they each give the other student one minute of feedback.
    • This feedback should result in two specific search words/keywords which the student can use for further literature searches. Only the two specific suggestions should be written on the paper. Two minutes are scheduled for each pair.
  • When the two minutes are up, the students in one of the rows all move one space to the right to face a new student. The feedback procedure is repeated, after which the students once again move one space to the right. The exercise continues until everyone is back in their original position.
  • When everyone is back in their original position and the exercise has finished, the students are given about 30 minutes to work with the feedback they have received.
  • You may now circulate among the students to assist them in how to use the feedback they have received.

Options:

    • The exercise can also be done twice if two minutes seem insufficient. In the first round, feedback is given to the row that moves. In the second round, the row that gave feedback in the first round is now the one to receive feedback.
    • Instead of search words/keywords, you can choose other focal points in the problem statement. For instance suggestions for specific texts or methodical approaches, improvements of the problem statement etc.
    • The exercise is useful in the process leading from idea to assignment and the preparation of the problem statement. The students are given five minutes before the ‘date’ to write down their ideas for the assignment.
    • In large classes or when teaching time is short, the students can form twice as many rows so that each student has fewer ‘dates’.

    Worth considering:

    • At what stage in the course will it be most relevant for the students to be introduced to this exercise?
    • Do the students have sufficient knowledge to give and receive feedback, or should you as a teacher give them a brief introduction to good feedback practice before the exercise begins?