Peer Review Portfolios

Lesson Overview

This 45-minute lesson is designed for Year 7-10 students working within a support unit context who are engaging in the unit "Algebra in Everyday Life". The focus is on facilitating structured peer review sessions where students exchange feedback on their algebra portfolios. This lesson supports learning objectives aligned with the NSW Mathematics Curriculum, particularly those revolving around using algebraic expressions, solving equations, and communicating mathematical reasoning appropriately. The lesson is tailored with differentiation strategies suitable for diverse learners, including students with autism spectrum disorder, behavioural and mental health challenges, as well as those working below their year-level expectations (between Year 2 to Year 7 levels). Dyslexia-friendly reading approaches and extension activities for advanced learners are also integrated.

Curriculum Context

NSW Mathematics Syllabus Reference:

• MA5.1-6WM: uses appropriate technologies, strategies and processes to solve problems
• MA5.2-4WM: communicates and represents mathematical ideas using appropriate language and representations
• MA5.3-7NA: uses whole numbers and decimals to assist in problem solving and reasoning
• MA4-9MG: uses algebra to represent situations and solve simple problems
• MA4-10MG: interprets and manipulates algebraic expressions, formulae and equations

Achievement Standard Highlights:

• Use algebraic expressions to describe relationships between variables
• Create tables of values related to algebraic expressions
• Develop skills in substituting values into formulas to find unknowns
• Communicate mathematical ideas logically, using correct terminology and notation These align with expectations for students engaging with algebra at the Years 7-10 level, including those functioning below chronological age but developing foundational algebra skills through scaffolded activities.

Learning Objectives

By the end of the lesson, students will be able to:

1. Participate constructively in a peer review process by giving and receiving feedback on algebraic portfolios.
2. Identify strengths and areas for improvement in algebra problems and explanations created by peers.
3. Use clear and respectful mathematical language to discuss algebraic reasoning.
4. Reflect briefly on their own portfolio and set a goal for their final submission.

Lesson Duration: 45 minutes

Class size: 20 students

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Lesson Sequence

1. Warm-Up and Introduction (5 minutes)

• Briefly revisit learning goals of the unit—using algebra in everyday contexts, developing problem-solving skills, and communicating mathematical thinking.
• Recap what a portfolio is in this unit: a collection of algebra problems, explanations, and reflections completed so far.
• Explain the purpose of peer review: to help each other improve, gain new ideas, and practise using respectful feedback.

Differentiation:

• Use visual aids showing sentence starters for feedback (e.g., “I liked how you...”, “You could improve by...”, “Did you consider...?”) displayed on the board and printed on handouts.
• Provide examples of constructive feedback linked to algebra portfolios to model tone and clarity for all learners including those needing explicit language support.

2. Setting Up Peer Review Groups (5 minutes)

• Organise students into pairs or small groups (3-4) considering behavioural needs and learning styles to maximise positive interactions.
• Each student shares their portfolio with their group members.
• Provide clear criteria checklist for review aligned to algebra content and presentation:
• Correct use of algebraic expressions
• Clarity of explanations
• Accuracy of solutions
• Presentation neatness and organisation

Differentiation:

• Simplified checklist versions with visual icons for students with reading difficulties or processing challenges.
• Allow some students to give verbal feedback only if writing is challenging.

3. Peer Review Activity (20 minutes)

• Students take turns reviewing each other’s portfolios using the checklist and sentence starters.
• Encourage positive, specific comments and suggestions for improvement.
• Teacher circulates, supporting groups, prompting deeper thinking with questions like: "Can you explain why you think this step works?" "What other way could your peer solve this problem?"
• Encourage students to note feedback on sticky notes or on the checklist.

Dyslexia-Friendly Strategies:

• Use large print checklists and feedback forms with high contrast backgrounds.
• Allow oral feedback recording if preferred.
• Use simple, clear language in instructions and prompts.

Extension for Advanced Learners:

• Ask students to suggest an additional real-life context problem based on the portfolio work.
• Encourage them to explain algebraic reasoning beyond current portfolio scope.

4. Reflection and Goal Setting (10 minutes)

• Ask students to review the feedback they received and highlight 1-2 key areas they will improve before final portfolio submission.
• Students write or verbally share their goals with their peer group or teacher.
• Teacher provides supportive prompts to guide goal setting, focusing on achievable next steps (e.g., “I will explain my steps more clearly,” “I will check my calculations again.”).

Support Strategies:

• Provide sentence starters and examples for goal writing.
• Allow drawing or symbol representation as alternative goal setting for students who struggle with writing.

5. Lesson Closure (5 minutes)

• Quick group share: some students volunteer to share feedback they gave or received and what they plan to improve.
• Reinforce the value of peer learning and reflection.
• Outline the next lesson focus: finalising portfolios and preparing for presentation/submission.

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Assessment

Formative assessment during peer review:

• Teacher observes verbal interactions and checks completed review forms for evidence of students' understanding and ability to provide constructive feedback.
• Reflection and goal-setting sheets collected to assess student's ability to self-identify improvement areas.

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Resources Needed

• Students’ algebra portfolios (digital or paper-based)
• Peer review checklists (dyslexia-friendly version included)
• Sentence starter handouts on feedback
• Sticky notes or feedback forms
• Whiteboard and markers to display instructions and exemplar feedback

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Differentiation Summary

Learner Need	Strategy
Autism/Behavioural Needs	Structured groups, clear expectations, calm environment
Mental Health	Positive reinforcement, breaks if needed, supportive language
Reading Difficulties/Dyslexia	Dyslexia-friendly print, oral feedback, simplified language
Advanced Learners	Extension problem creation, deeper algebraic reasoning
Motor or Writing Challenges	Allow verbal or typed feedback, use assistive technology

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This plan respects the NSW Mathematics Curriculum while specifically addressing the diverse needs in a support unit. It encourages active student engagement, authentic peer feedback skills, and reflection critical for their final portfolio success and transition readiness.

If needed, I can help develop sample peer review checklists or feedback sentence stems tailored to this lesson.