Encouraging more Meaningful Feedback from the Outer Circle

Teachers promote meaningful outer circle feedback by:

1 Praising a profound or insightful comment;

2 Placing requirements on student feedback, such as, “Be specific and detailed in explaining strengths of inner circle and some of the areas that could have been improved;”

3 Varying the place in the circle where teacher begins having students make their initial comments;

4 Temporarily interrupting the flow when a student comment reveals a key moment, like a brief side bar conversation.  One example is comparing the behavior observed with similar behaviors we have seen in previous dialogues;

5 Asking for specific suggestions and strategies for addressing identified weaknesses;

6 Using follow up activities, such as writing a class letter to students in the other circle, about the feedback they were given and the degree to which it helped them understand the quality of the conversation that took place (this helps students see purpose and value in the work they do in the outside circle).

Keep students in the outer circle on-task: notify expectation in advance that each of them will be asked to make an initial comment, then support those expectations through suggestions like those noted above.  Assign each a particular role in the outer circle; with students still new to the process, ask those in outer circle to name three strengths and one area for improvement.

For the rare occasion of students who become overly critical (maybe they enjoy drawing an audience), seek an after-class conference.  Results can include offering the student options in how they participate, giving them a specific role in outer circle, such as observing and commenting in writing on the dialogue of the inner circle.

What favorite question(s) have you asked the outer circle members which seems to open up outer circle participants to sharing observations?