Peer Review Process

Overview

In this lesson, students use a structured peer review process to reflect on and improve their own and others’ Kupu Tū understanding and expression. Students will practise giving constructive feedback in Te Reo Māori, focusing on clarity, relevance, and respectful improvement suggestions.

Learning intentions

WALT: Reflect on peer feedback.

Success criteria

• I can participate in peer review respectfully and on-topic.
• I can give at least two specific suggestions to improve meaning, wording, or structure.
• I can respond to feedback by choosing one next step I will try.
• I can use a checklist to focus my attention during reviewing.

Curriculum links

• NZC Communication and language learning: students exchange ideas, respond to others, and build clarity despite errors.
• Te Reo Māori learning goals (spoken/written interaction): using language appropriately for the task and purpose.
• Ability to use strategies for interaction: asking/answering, reacting to meaning, and seeking clarification when needed.
• Language choice for expressing ideas: using vocabulary and sentence patterns suited to the context of peer feedback.

Lesson structure (60 minutes)

1. 0–5 min · Hook (quick read). Teacher displays the introduction slides showing two short tauira “peer comments” (one helpful, one vague). Students quickly vote with fingers for which one helps more, then turn-and-talk: “He aha i whai hua ai?” and “He aha i kore ai i whai hua?”

2. 5–12 min · Model peer review. Teacher revisits the introduction slides to model the checklist approach: Praise (1 line), Improve (1 line), Question/Clarify (1 line). Students read along silently, then the class repeats sentence stems in chorus (supporting confidence for Year 11).

3. 12–25 min · Peer review setup. Teacher distributes the peer review checklist worksheet and sets expectations: respectful tone, focus on kupu/structure/meaning (not personal). Students pair up, swap drafts/sheets (from earlier work on Kupu Tū), and complete the checklist as they review. Teacher circulates, prompting with the stems on the slide deck when needed.

4. 25–38 min · Feedback conversation (structured turn-taking). Teacher directs pairs to use a “rounds” routine shown in the introduction slides:

• Round 1: each partner gives Praise + cites a specific example (e.g., “I kitea e au…”).
• Round 2: each partner gives Improve + explains the effect on meaning (e.g., “kia mārama ake ai”).
• Round 3: each partner asks one Clarifying question or suggests one next attempt. Students record the best suggestion they will try next on the checklist.

5. 38–50 min · Response time: choose one next step. Teacher returns to the introduction slides showing “Change, Try, Re-check” steps. Students independently revise their own work using the chosen feedback. Teacher checks for: specific improvement (not just copying), and logical flow of ideas.

6. 50–57 min · Share (gallery quick walk). Teacher instructs a quick gallery: students leave a sticky note or write one line in their book: “Ko taku huringa tuatahi i runga i te urupare…”. Students stand by their pair’s work and share one improvement with a different student (teacher keeps it brief and kind).

7. 57–60 min · Plenary exit ticket. Teacher displays the introduction slides final prompt: “He aha tētahi rautaki hei pai ake ai te urupare a tātou hoa?” Students complete a one-sentence exit ticket (Te Reo Māori where possible, otherwise bilingual as scaffolding) and hand in.

Resources

• the introduction slides
• the peer review checklist worksheet
• Draft Kupu Tū sheets from earlier lessons (or teacher-printed copies)
• Highlighters or pens in two colours (praise vs improve)
• Sticky notes or small paper slips for the gallery share

Assessment

• Formative: teacher listens during the structured feedback rounds for respectful tone and specificity.
• Formative: teacher checks completed the peer review checklist worksheet for at least two actionable suggestions.
• Exit ticket (plenary): teacher assesses if students name a peer feedback strategy and understand how it helps clarity.

Differentiation

• Provide sentence stems on the introduction slides (Praise: “I pai ki ahau…”, Improve: “Me whakapai ake koe… kia…”, Clarify: “Ka taea e koe te whakamārama…”).
• Checklist focus (as required): students use the peer review checklist worksheet to reduce cognitive load and keep feedback on task.
• Support for learners needing more structure: allow them to choose from a mini bank of “Improve” options (kupumahi/word choice, order/sequence, clarity of meaning).
• Extension: students add an extra line linking their improvement to audience purpose (e.g., “Kia mārama te kaipānui…”), using one extra connector word from the deck.
• For confidence: teacher pre-assigns roles (first speaker uses Round 1 stems; second speaker uses Round 2 stems), then rotate in later pairs.