Peer Feedback Session

Context

Year 12-13 Drama class, 18 students, 55 minutes
Unit: Empowering Voices in Drama (Lesson 9 of 30)
Teacher values: Mauri Ora through ako, with strong inclusion of Manaakitanga, Whanaungatanga, Rangatiratanga, and Tūrangawaewae.
Focus: Structured, physical, inclusive, scaffolded, and curriculum-linked lesson with differentiation for neurodiverse learners and ORS funded students.

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Learning Objectives (WALT)

• We Are Learning To (WALT):
  Give and receive constructive feedback on drama performances focusing on specific drama techniques.

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Success Criteria

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

• Provide specific, constructive, and balanced feedback on peers' performance using drama terminology and techniques.
• Receive feedback with respect and use it to reflect on and improve their performance skills.
• Use guided feedback forms to structure and support their evaluations effectively.

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Curriculum Links

New Zealand Curriculum — The Arts / Drama (Years 12-13)

• Students explore and refine drama skills to communicate ideas and emotions through performance, collaborating to extend their repertoire and critical understanding.
• Relevant Key Competencies:
  • Managing self: Planning and reflecting on own learning in context of peer feedback.
  • Relating to others: Using respectful communication in giving and receiving feedback.
  • Thinking: Critically evaluating performances, making decisions about quality and technique.
  • Using language, symbols, and texts: Applying drama language to describe drama techniques and styles.
  • Participating and contributing: Engaging actively and cooperatively in performance and discussion.
• School values in action:
  • Manaakitanga: Respect and care shown during feedback.
  • Whanaungatanga: Building relationships via shared experiences and teamwork.
  • Rangatiratanga: Taking responsibility for own learning and self-management.
  • Tūrangawaewae: Establishing a safe space to stand and present.

NCEA Drama Achievement Standards Link (AS91214 / AS91512 at Level 2/3):

• Students demonstrate understanding of drama techniques through performance and critique. Peer feedback supports the development of skills and knowledge assessed in the unit.

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Resources

• Guided feedback forms (scaffolded for neurodiverse learners, with sentence stems and checklists).
• List of drama techniques relevant to scenes performed (e.g., voice, movement, characterisation, use of space, expression).
• Timer/stopwatch.
• Performance area.
• Pad or whiteboard for recording key feedback points.

Dyslexia-friendly reading aids:

• Clear font, bullet points, simple language on feedback forms.
• Visual icons for drama techniques and emotional feedback cues.

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Lesson Breakdown (55 minutes)

1. Warm-up and Set-up (5 minutes)

• Physical warm-up activity—brief whole-class energiser to focus and activate the body.
• Teacher outlines the WALT and success criteria, linking back to previous lessons and reinforcing the importance of respectful feedback aligned with Manaakitanga and Whanaungatanga values.
• Brief explanation of the use of the guided feedback forms and how to provide specific, respectful, strengths-based feedback.

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2. Student Performances (20 minutes)

• In groups or pairs, selected students perform their short drama scenes (2-3 minutes each).
• Remaining students observe with guided feedback forms, focusing on specified drama techniques learned so far.
• Teacher facilitates smooth transitions and keeps to time.

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3. Peer Feedback Process (20 minutes)

• After each performance, audience members use their guided feedback forms to provide constructive comments.
• Use sentence stems on form, e.g.:
  • "I noticed that your use of __________ was effective because..."
  • "One thing you could improve is __________, which would enhance..."
  • "I really liked how you __________ to show the character's feelings."
• Teacher models giving a piece of feedback using the form to ensure clarity.
• Emphasise respectful language and link to Rangatiratanga—owning your voice honestly but kindly.
• Rotate so each performing group receives verbal feedback from several peers.
• Teacher monitors and supports all feedback exchanges, scaffolding where needed for students with learning challenges.

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4. Reflection and Wrap-up (10 minutes)

• Whole-class debrief: Discuss what went well in the feedback process and how it helped performers.
• Encourage students to share how they felt receiving feedback and to consider next steps for improving their drama technique.
• Highlight connections to the curriculum values, key competencies, and how feedback is a form of self-management (Rangatiratanga) and community participation (Whanaungatanga).
• Teacher assigns a short written or verbal reflection task for homework or next lesson: "What is one piece of feedback I found most useful and why?"

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Differentiation Strategies

• Learning challenges / ORS students:
  • Use visuals and sentence stems on feedback forms.
  • Provide extra time and support from teacher or classroom assistant.
  • Pair with supportive peers for feedback dialogue.
• Neurodiverse students:
  • Clear, concise instructions, reinforced with visual prompts.
  • Movement breaks embedded in warm-up to aid focus.
• Advanced learners:
  • Challenge to use drama vocabulary precisely and suggest sophisticated techniques or alternative approaches in feedback.
  • Encourage critical analysis beyond surface-level observations.
• Dyslexia-friendly:
  • Feedback forms use accessible fonts and uncluttered layouts.
  • Use oral feedback supported by visual aids instead of/alongside written feedback.

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Extension Activity (optional/homework)

• Students record a brief video/self-reflection after receiving peer feedback, identifying changes they will make.
• Advanced students draft a written analysis comparing two peer performances using drama terminology.

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Summary

This lesson fosters a culturally responsive, inclusive, and skill-building environment while developing students' ability to give and receive specific and constructive feedback on drama performance — a vital skill aligned with NCEA Drama standards. It enacts key competencies and values of the New Zealand Curriculum while embedding physical, verbal, and cognitive engagement suitable for students with diverse learning needs.

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If you want, I can also help prepare the guided feedback form template or specific sentence stems for your learners!