In a never-ending quest to help my pupils learn their answers to the conversation exam, I have trialled speed dating, whereby half the pupils remain at their desk as questioners, and the other half rotate round the room, answering questions for the duration of a minute, before moving on to their next 'date'. Halfway through the lesson, questioners become answerers, and vice versa.
Pupils had previously been filling in a feedback sheet with all interviewees listed, but after a clever suggestion from one of my Upper Sixth on Monday, today pupils carried their own notebook around with them, and each person questioning them filled it in at the end of the round. They are given a tally of how many questions they were asked, as well as a comment and a score out of 10. I find the pupils are excellent at giving feedback, generous in their praise and constructive in their criticism. We discuss what we should look for: a low tally (as this shows excellent expansion) as well as tenses, opinions, fabby phrases and connectors. I always make time for a quick feedback session at the end of the lesson, where they shout out names for each of the questions I ask e.g. 'Who was good at giving opinions?' The value of the notebook is that pupils now have a record of peer evaluation, as well as hopefully seeing progress over the coming weeks and months.