Speed Dating for Peer Feedback

Speed Dating supports students to take ownership of the learning process by peer-reviewing or providing peer-to-peer instruction
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Speed Dating
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About This Strategy

The purpose of speed dating is for students to quickly and effectively share their knowledge or give feedback to a partner. Speed Dating can take two forms for students -- to provide peer feedback or to share expert knowledge about a topic.

In one form, Speed Dating can be used as a peer review or peer feedback session. Students solve a problem, answer a question, and/or complete a piece of writing. Then, they use a peer feedback form or checklist to provide feedback to several of their peers on one or several elements of the checklist or form before rotating to another peer to receive feedback on either the same element of the form/checklist or a new element. That way, students receive targeted feedback while also reading and reviewing several peers' writing.

Speed dating can also be used by students to share expert knowledge about a topic with several peers. In this form, each student becomes an expert on a particular task or skill. Then, once the students are ready, they begin to "speed date," teaching each other and challenging each other. The students change partners every few minutes to solve new problems or answer new questions. If they need help, they ask the "expert" on that problem or question to share an explanation of how they arrived at the answer.

Speed Dating for Peer Review or Feedback

15 minutes
  1. Have students complete a piece of writing, answer a complex question, or solve a problem and bring it to the speed dating session.

  2. Arrange your classroom so that students are sitting either in two rows facing each other or in two concentric circles (see speed dating desk arrangements below).

  3. Model a speed dating session (to learn more about modeling, consult the "Modeling and Repeated Practice" strategy).

  4. Provide for students a speed dating peer review form, rubric, or checklist (see resource section below).

    • Alternatively, consider having students write some questions about their piece of writing or response that they would like their peers to provide feedback on and answer.

    • Or, consider assigning students specific elements of the review form, rubric, or checklist to focus on during their speed dating peer review session based on their individual skills (i.e., if a student's strength is in evaluating evidence to support a claim, you could assign that student to focus on that element during speed dating). The same can be done for students who need ot work on particular skills.

  5. Model a speed dating session (to learn more about modeling, consult the "Modeling and Repeated Practice" strategy).

  6. Designate an allotted period of time (usually 3-5 minutes) for each speed dating session and set a timer. When the time ends, have one set of students (i.e., the inner circle of students) rotate to another partner to work with.

  7. Clarify the task for each speed dating session for students by explaining how and on what element of the response students will be providing feedback.

  8. During the speed dating session either:

    • Have students swap papers to review and provide feedback

    • Designate roles for students (i.e., one student reads his/her response aloud while the other student provides and records feedback verbally and in writing)

  9. During the speed dating session, monitor students' progress and observe student behavior.

  10. Repeat steps 5-8 for as many sessions as you would like.

  11. At the end of the speed dating session, have students reflect on their learning and feedback, and set goals or next steps either in writing or aloud.

Speed Dating Experts

Assign students different problems or questions which they can solve or answer and become experts on (see speed dating cards in the resource section below). Follow the implementation steps above for setting up your classroom for a speed dating session and for introducing speed dating to your students. During the speed dating session, have one student share his/her problem or question with his/her partner to solve or respond to. If the partner needs help responding to a problem, he or she can ask their partner, the "expert", to help him or her solve it.

Speed Dating During Distance Learning

Caitlin MacLeod-Bluver
BetterLesson Instructional Coach

Using Google Docs or Padlet, speed dating can be done in a distance learning setting either synchronously or asynchronously. It will support students to take ownership of their work and support peer-to-peer interaction. 

Implementation steps:

  1. Have students complete a piece of writing, answer a complex question, or solve a problem the same way you would in a traditional setting. However, ensure that students can share this work digitally with other students. Have students paste a link to their work for their peers to access either in a shared Google document or in a Padlet. Examples of both are in the resource section below. 

  2. Model how students will provide feedback on other students' work. Consider modeling how to do this for students by creating a screencast with Screencastify or Loom or do so during a synchronous live virtual call. 

  3. As you would in a traditional setting, provide resources for students to use as they give feedback. For example, share a Google document with sentence stems or share a digital rubric or checklist. 

  4. Instruct students' to provide feedback to each students' work. This can easily be done asynchronously once all student work is posted in the Google document or in the Padlet. The goal of the speed dating strategy is that students provide quick feedback. Set a recommended amount of time for students to spend on each piece of work. 

    • Alternatively, you can also provide time for students to give each other feedback in a live synchronous video session. If done in a synchronous setting, allot time limits per each students' work. If using Zoom, you can pair students up 1:1 in a Zoom breakout room. Every few minutes, you can change the make-up of these breakout rooms. 

    • If using the shared Google document, students could also provide verbal feedback using the Talk and Comment feature. 

  5. Monitor feedback in the Google document or Padlet to ensure that the feedback is meaningful. Jump in with a comment on either platform when necessary or reach out to the student giving feedback directly if necessary. 

  6. Once complete, have students use the feedback to revise their work. Have students reflect on this process and how receiving feedback from peers supported their learning. To do this, consider a Google form reflection, another Padlet, or a FlipGrid.

Tech Tools

GoogleDocs

  • Google Docs is an online word processor (part of Google Apps) that allows you store, create and edit documents collaboratively in a web browser.

  • Students can use googledocs to respond to and provide comments on their peers' writing during a speed dating session.

Related Lessons

  • Explore the "Speed Date Writing Workshop: Revising and Editing with Peers" lesson by 10th grade BetterLesson ELA Master Teacher Paula Stanton to see how her students engage in speed dating.

  • Explore the "Speed Dating Rationally" lesson by 12th grade BetterLesson Math Master Teacher Tiffany Dowdy to see how she sets up a speed dating session in her class.

  • Explore the "Speed Date: Math" lesson by 1st grade BetterLesson Math Master Teacher Amanda Cole to see how her students use a checklist to speed date.