Incorporating Feedback

WALT (We Are Learning To)

• Revise and improve our Samoan spoken presentations based on constructive peer feedback.
• Understand the importance of giving and receiving constructive criticism to enhance communication skills.
• Reflect on how feedback helps us develop as confident Samoan speakers.

Curriculum Alignment

Learning Area: Languages (Learning Languages)

• Learning Objectives and Expectations:
  Students develop communication skills in an additional language, learning to use language in cultural contexts and refine spoken communication for different audiences and purposes.

• Key Competencies:

  • Using language, symbols, and texts: Effectively interpret and create oral texts, showing control over language form, structure, and cultural conventions.
  • Managing self: Set personal goals, self-assess, and respond to feedback constructively.
  • Relating to others: Engage respectfully in peer feedback, appreciating diverse perspectives.
  • Thinking: Use critical and metacognitive thinking to reflect on performance and plan improvements.

• Principles: Inclusion and cultural diversity are emphasised—honouring Samoan language and culture within language learning contexts.

Success Criteria

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

• Incorporate specific and actionable feedback into their spoken Samoan presentations.
• Provide and receive constructive feedback using respectful and clear language.
• Explain how peer feedback has helped improve their presentation skills.
• Demonstrate increased confidence and oral fluency in Samoan.

Lesson Duration

60 minutes
Class size: 20 students

---

Lesson Overview and Timing

Time	Activity	Description	Differentiation	Extension
0-10 min	Starter: Reflective Discussion	Recap prior lesson’s draft presentations. Students share their initial thoughts on feedback received so far. Discuss the role of constructive feedback in learning languages.	Support: Sentence starters like "I noticed that...", "One suggestion I received was..." to scaffold discussion.	Advanced learners: Reflect on how feedback aligns with cultural communication norms in Samoan-speaking contexts.
10-25 min	Peer Feedback Circles	Students form small groups (4-5). Each student briefly presents a 1-2 min segment of their Samoan oral draft. Peers provide specific feedback focusing on language use, pronunciation, expression, and cultural appropriateness. Use structured feedback sheets (e.g., What worked well? What could improve?).	Support: Provide vocabulary lists and phrases for constructive feedback to assist less confident language users.	Extension: Encourage advanced students to include feedback on rhetorical devices or persuasive elements in Samoan language.
25-40 min	Revision Time	Individually, students revise their presentation drafts based on peer feedback. Teachers circulate, supporting students to prioritise which feedback to incorporate and how.	Support: One-to-one scaffolding for learners needing help interpreting feedback or language.	Advanced learners: Enhance their presentation with nuanced vocabulary or cultural references.
40-55 min	Whole Class Sharing & Discussion	Volunteers share their revised sections or explain changes made based on feedback. Class discusses how feedback helped improve clarity, cultural accuracy, or fluency. Teacher models metacognitive reflection.	Support: Use sentence stems for sharing, e.g., "Based on feedback, I changed...", "This helped me because...".	Extension: Lead discussion on how constructive criticism applies beyond language learning, into real-life contexts.
55-60 min	Plenary: Importance of Feedback	Summarise key insights about using feedback. Emphasise respectfulness and growth mindset. Set a personal goal for next presentation.	Support: Goal-setting templates for all students.	Advanced learners: Set complex goals linking feedback to self-regulation and independent learning strategies.

---

Resources

• Peer feedback sheets with guiding questions
• Sentence starters and vocabulary scaffold handouts
• Audio recording device or app (optional) for self-review
• Whiteboard or screen with key vocabulary and phrases
• Example videos illustrating constructive feedback in language learning

---

Differentiation Strategies

• Provide oral and written feedback scaffolds to support diverse learners, especially English language learners and students with learning differences.
• Allow students to give feedback in pairs rather than large groups if anxious.
• Use modelling and think-aloud techniques to demonstrate how to interpret and implement feedback effectively.
• Provide vocabulary and phrase banks tailored to different proficiency levels.
• Allow use of bilingual dictionaries or glossaries during revision.

---

Extension Activities for Advanced Learners

• Research and present on Samoan cultural communication styles and how constructive feedback plays a role in Samoan communities.
• Analyse peer feedback and self-reflect in writing on how language choices affected communication impact.
• Prepare an additional segment incorporating rhetorical devices or idiomatic expressions and receive advanced peer critique.

---

Assessment and Feedback

• Formative assessment through observation of peer feedback sessions, noting use of respectful and productive feedback language.
• Review the revised drafts for evidence of effective incorporation of feedback related to language accuracy, expression, and cultural conventions.
• Student self-assessment and goal setting recorded in language learning journals.
• Teacher feedback on reflective discussion contributions and presentations.

---

This lesson is designed to build oral language confidence and cultural competence in Samoan using approaches grounded in the New Zealand Curriculum Refresh framework, particularly the languages learning area and key competencies associated with using language, managing self, and relating to others. The focus on peer feedback promotes metacognitive skills and collaborative learning, encouraging students to become agents in their language development through respectful, constructive exchanges【4:3,4,6,8,14,15,19†New Zealand Curriculum.html】【1,6,13†Te Mataiaho English Single Page.pdf】.