Students present their work to each other in pairs, or by having two pairs/groups listen to one another and give immediate feedback.
This method helps pupils practise communicating their work, listening actively, and giving constructive feedback in a safe and dialogue-based setting.
Each student, pair or group prepares a presentation of their work. Set a time limit and/or provide the pupils with specific points they should cover in their presentation. They may use key words, sketches, slides, or other visual aids to support their delivery.
The students, pairs or groups, pair up with another student, pair or group.
The first student, pair or group presents their work to the others. If they have worked in pairs or groups, they can take on different roles during the presentation or ensure that everyone contributes verbally.
Once the first student, pair or group has presented, the students who listened can:
Summarise the main points (What I hear/understand is..)
Ask questions about anything unclear (What do you mean by..)
Give an immediate reaction (I found it particularly interesting that..)
The students switch roles, so student/pair/group 2 presents, and the same process is repeated.
If students find the presentation challenging, they can use question cards for support.
They can present in several rounds to hear different perspectives and/or experience progression in their own presentation.
It may be helpful to practise active listening with the pupils beforehand, where they repeat the main points from what they hear.
The method can also be used by students to present their learning after a project and receive input to help develop their ideas further.
Consider using a structured feedback method, such as 4-Feedback or Two Stars and a Wish, to guide students in giving feedback to one another.
If relevant, groups can combine their insights to create a shared understanding.
You might also round off with a whole-class discussion about how they can use the feedback and the new insights, perspectives, and similarities/differences that have emerged.
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