Introduction and story behind the emergence of this learning activity. What was the need, what issue/problem was the teacher facing and wanted to resolve? 

ELS-52506 is a course for WUR bachelor students who follow a teacher education trajectory. They follow WUR education on Monday and Friday and they do an internship in secondary school on Tuesday, Wednesday, and Thursday.

• FeedbackFruits Peer Review Assignment  - for the poster market
• Brightspace Group tool - for didactical expert groups 
• MS Teams - for feedback meetings

What has been learned after this lesson/activity has been executed ?

After successful completion of this course, students are expected to be able to:  

• Design a coherent lesson series including learning goals, various and active teaching methods, and summative / formative assessment about a secondary school subject, fit for their target group.

Specific description and demonstration of the lesson idea/learning activity.

In Step 1 of FeedbackFruits Peer review assignment students are instructed to make an individual poster and formulate two feedback questions they specifically want feedback on. The feedback questions are added to the poster, so they hand-in one file (Step 2).

Then they are randomly assigned to two other students in FeedbackFruits to give feedback via a set of pre-set assessment criteria (i.e., also used to assess their final assignment for summative assessment purposes) and criteria addressing their feedback questions (Step 3). These criteria are qualitatively used (so feedback in words, not in numbers).

Mentions tips lecturer has for colleagues based on their experience.

This assignment gives us a much better insight into the development of ALL students. It is a really powerful formative assessment, both for the teacher as for the students.

All students receive more, and more concrete peer and teacher feedback (in a physical poster market we can never visit all students, some receive a lot of feedback, some a little).

All students can get feedback from the didactical expert which is not possible in the physical setting (as they cannot be all present during the session). This has a lot of added value and is certainly within teacher education key.

Students put more effort into making their poster, which they evaluate as “this really helps me to explicate the ideas that I have and lets me think critically about if my ideas are feasible and aligned”

Students really like seeing each other's posters. It gives them inspiration and gives concrete stuff to talk and share about (i.e., more students tackle the same subject for their lesson series but do this in a different way. This allows them to share more).

It offers students very rich and diverse feedback to improve their final lesson series. For the summative assessment (I.e assignments that are graded) they improve their lesson series in using the feedback of the poster market.

• Manuals for creating FeedbackFruits Peer Assignments in Brightspace: Brightspace Help for Lecturers
• Manuals for creating groups in Brightspace: Brightspace Help for Lecturers
• Manuals for adding MS Teams within Brightspace:  Brightspace Help for Lecturers 
• Microsoft tutorials on how to set-up your MS Teams page: Microsoft Support