New Teacher Tips · Project Based Learning

Peer Review Protocol for Teamwork

One problem every teacher is bound to run into is work distribution with group projects. It seems inevitable that one person does all of the work and one person does nothing and it’s just doesn’t seem fair for all parties to get the same grade. How do you handle this situation? It’s so hard to tease out who did what (although revision history in Google Docs helps with this) and it doesn’t really solve the problem of unequal work distribution.

Enter the Teamwork Review Protocol

What is it?

The teamwork review protocol is a peer assessment tool that I’ve creating by adapting a critical friends protocol and combining it with a teamwork rubric I found online ages ago and really liked. Essentially, each group member is evaluated by their teammates by following a 4-step protocol which allows all parties to hear and be heard. The steps are as follows (printable version here):

Step One: Reviewee Self-Score (3 minutes)
Who Can Talk: The person being reviewed
Who is Silent: The rest of the team
Using the teamwork rubric, reviewee describes what scores they think they deserve in each of the 5 categories and why, giving specific examples. DO NOT WRITE ON RUBRIC.

Step Two: Probing or Clarifying Questions (1 minute)
Who Can Talk: Everyone
Who is Silent: No One
Team members ask questions about the reviewee’s contributions if needed.

Step Three: Team Discussion (3 minutes)
Who Can Talk: The rest of the team
Who is Silent: The person being reviewed
Team discusses if they agree with self-score and why, giving specific examples. Scribe uses highlighter to give score to the member. Reviewee is silent, taking notes

Step Four: Reviewee Response (1 minute)
Write the date at the bottom of the rubric and 1 sentence describing a teamwork goal for next week based on team’s feedback. Your goal should be a specific behavior you want to change.

How I Use It

I generally use the teamwork review protocol during our 4-week interdisciplinary projects. Every Friday the four-person teams go through the protocol for each teammate and mark their scores for the week. I color code each week so the students can see their growth (or sometimes breakdown) of their participation as a team member and only enter their final teamwork score into the gradebook. It can be done more frequently depending on the length of the project but I recommend it be done more than once. It’s incredible to see the honest feedback, self reflection, and growth that happens during this protocol. In addition, by following the protocol most of the shallow feedback that students give each other is eliminated as each statement made must be supported by specific examples. AND, our students become better participants in group projects.

***A word of caution: sometimes the process can be emotionally charged. I have had students yell, cry, argue, and friendships tested during this protocol. Embrace it as part of the process and ensure that before running the protocol you have built a safe and trusting classroom culture and have gone over constructive feedback. I recommend looking into restorative practices if it’s not something you’re already doing.***

Equity & Social Justice · New Teacher Tips

Advice from Our LGBTQA Scholars

This week we had an awesome PD put on by our LGBT Club during our monthly staff meeting this week and they had some great advice for teachers that I wanted to share.

Identities

Probably one of my favorite things our scholars shared with us was the Gender Unicorn. It breaks down the different parts of gender identity and helps individuals describe their sexuality and identity in a multifaceted way. Check it out here!

Pronouns

Our scholars also gave great information regarding pronouns. Most teachers give some sort of get-to-know-you survey at the beginning of the year. They recommended adding a “preferred pronoun” question to this survey. The club advisor also recommended you ask three questions if a scholar does ask for a different pronoun:

  1. Who knows?
  2. Can I tell other people? Parents?
  3. Would you like me to address you that way in front of the class?

These questions are important because you don’t want to out a scholar who isn’t ready, or accidentally out them to their parents from whom they were keeping their identity secret. In fact, it’s illegal in some states. Accidentally outing a scholar to their family could have drastic repercussions: abuse, conversion therapy, rejection, etc.

Addressing the Class

This question came from the teachers. Many teachers will address the whole class as “Ladies and Gentlemen” or “You Guys” and a few were wondering if that might isolate non-binary scholars. Our scholars indicated that it depends on the individual, and that “Guys” is now colloquially accepted as gender neutral. Although I like the club advisor’s recommendation of “Guys, gals, and non-binary pals.”

*All information contained in this post was provided by the Del Lago Academy LGBT Club