Tools for developing Learner Autonomy and Self-reflection

1.5. Peer feedback and reflection

In developing metacognitive skills, especially reflection, it is essential that they receive feedback from other people. This can enrich their thinking about other perspectives and nourish their metacognitive processes. As an example of a useful activity we can mention PRAISE-QUESTION-SUGGESTION task in which e.g. after students have produced a piece of writing will swap the papers with a partner, read their compositions and provide feedback in the following form: first, they provide positive feedback – something they liked. Then they ask a question about it – this should either stimulate the author´s thinking or it can be an explication question. In the last step, the students offer their advice or suggestions to the author – what they could do differently to raise the quality of their work. Peer feedback offers a valuable opinion from someone who is at the same level as the students themselves yet, might provide a different perspective. We can also ask students to respond to the feedback they have received with a possible action plan.