Peer Conference Practice

Overview

In this fifteenth lesson of Lead, Reflect, Grow, students rehearse a respectful peer conference involving student, whānau and kaiako perspectives. They apply prior learning about reflection, evidence and personal goals, then use structured feedback to improve clarity, confidence, respectful communication and readiness for a real conference.

Learning intentions

• WALT explain learning and personal growth using relevant evidence.
• WALT communicate respectfully with students, whānau and kaiako.
• WALT give and receive specific, constructive feedback.
• WALT set a realistic next step that reflects personal values and wellbeing.

Success criteria

• I can speak clearly and confidently about my learning.
• I can use specific evidence and explain what it shows.
• I can listen respectfully and respond appropriately in role.
• I can reflect on feedback and set a purposeful goal.

Curriculum links

• Religious Education: reflecting on values, identity, responsibility and growth within relationships and community.
• Health and PE — Sex Education: recognising that family, cultural and religious values can shape attitudes, responsibilities and relationships.
• Health and PE — Relationships / Self and others: respecting diverse cultural, religious and social backgrounds when building inclusive relationships.
• Health and PE — Relationships / Self and others: making intentional choices aligned with identity and wellbeing, even when experiencing social pressure or inner conflict.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and hook. Teacher displays the question, “What makes a conference feel respectful and worthwhile?” using the opening question slide, briefly revisits the unit purpose, and establishes expectations: use fictional examples, respect different beliefs, and do not disclose private information. Students think independently, then share one feature of a successful conference with a partner.

2. 4–8 min · Model the process. Teacher introduces the six feedback areas on the feedback criteria slide: clarity, confidence, evidence, reflection, goal-setting and respectful communication. Demonstrate a short example of a weak and improved student statement, such as “I did well in Religious Education” compared with “My written response used two examples to explain how a value can guide decisions; next I will support my ideas with clearer evidence.” Students identify one improvement and explain why it matters.

3. 8–11 min · Prepare groups and roles. Teacher places students in five groups of four and one group of three. Give each group the peer conference feedback checklist and explain the roles: student, whānau member, kaiako and observer; in the group of three, the observer also records feedback. Students choose or are allocated roles, read the role prompts and prepare a brief fictional conference using a learning strength, evidence and next goal.

4. 11–19 min · Role-play round one. Teacher displays the conference sequence on the role-play instruction slide: welcome, share learning, give evidence, reflect, set a goal, respond respectfully and close. Circulate, listening for specific evidence and inclusive language. Students conduct a three-minute conference, while the observer records one strength and one improvement for each relevant criterion; groups then take two minutes to give feedback using “I noticed…” and “A next step could be…”.

5. 19–26 min · Role-play round two and improve. Teacher prompts groups to rotate roles so more students practise speaking and listening, then revisits the second-round prompt slide. Students repeat the conference with a new speaker or improved response, deliberately applying one piece of feedback. Observers focus on whether the speaker explains evidence, links reflection to identity or values, and sets a specific, achievable goal.

6. 26–30 min · Plenary and exit reflection. Teacher leads a brief debrief using the plenary questions slide: “Which role required the most care?”, “How did values influence the conversation?”, and “What made feedback useful?” Students complete the final section of the peer conference feedback checklist, recording one communication strength and one goal for the next lesson. Invite two or three students to share general strategies, not personal details.

Resources

• the Peer Conference Practice slide deck
• the peer conference feedback checklist
• Whiteboard and markers
• Timer
• Group seating for five small groups
• Role prompt cards prepared by the teacher
• Pens or pencils

Assessment

• During modelling, check whether students can distinguish a vague statement from one supported by evidence.
• During role-play, use observation and students’ checklists to assess clarity, confidence, evidence, reflection, goal-setting and respectful communication.
• Review the final checklist reflection for a specific improvement goal. Note students needing further support with speaking, listening or linking evidence to reflection.

Differentiation

• Provide sentence starters on the worksheet: “One thing I learned was…”, “My evidence is…”, “This matters because…”, “My next goal is…”, and “I respect your view; I think…”.
• Allow students who are anxious about performing to begin as observer or kaiako, rehearse with a partner, or read from brief notes. Accept an audio recording or written response where appropriate.
• Support English language learners with key terms displayed alongside simple explanations, partner rehearsal and permission to use familiar examples from their own experience without naming personal or religious details.
• Extend confident students by asking them to respond to a respectful challenge from the whānau role and explain how differing values can be acknowledged without stereotyping or dismissing another person.