2D and 3D shapes and our reflection on giving feedback

We are learning about 2D and 3D shapes at the moment. We are trying to make connections between 2D and 3D shapes, and to identify what the 2D cross-section of a 3D shape would be...

To explore 3D shapes, we have been using isometric paper to help us draw cubes.

Last week we started by learning about Little Boxes together with our learning buddy.

We also discovered some new language: vertex, vertices, edges, faces...

We've been using multilink cubes to help us create and visualise the drawings we're making.

At the end of our lesson, we have a gallery walk where we have a look at each other's learning, and then we give feedback to other kids by writing them a star (something they've done well) and a wish (a next step to work on) on a sticky note.

Today we had a few issues with giving each other feedback so we had a problem-solving session after break. We put on our (Edward De Bono) black and yellow hats to help us. After we identified the problems, we talked to our learning buddies about solutions then shared them with the class:

What were the problems?	What are some solutions?
Some people had too much feedback while others didn’t have enough.	Share out feedback evenly; look at other people’s learning.
Some people didn’t give a star and a wish.	Make sure you give both a star and a wish; get your sticky notes ready with a * and a à first.
We couldn’t understand the feedback.	Think about it before you write it down; ask your buddy, “does this make sense?”
Some people weren’t listening when we asked them to be fair.	Listen. Think about others’ feelings.
Some people gave conflicting feedback.	Read the other feedback first; make sure your writing makes sense.
Some people repeated feedback unnecessarily.	If your ideas have already been said, say something different/ go to someone else’s learning.
Some kids were arguing over who got to give feedback.	The first person who gets there gets to write the feedback.
We got feedback on the wrong learning.	Write the date on your learning. Does it matter? It might still be useful feedback.
Some people weren’t listening to the teacher’s instructions.	Make sure you are listening yourself; encourage others to listen. Follow instructions – if you don’t hear, ask your buddy. Ignore distractions.
	Take your time; do it properly.

We're pretty good problem solvers! We're looking forward to our next gallery walk and feedback session so we can put all of this in to practice.