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11 — Giving your life story a dress rehearsal

The students will try out their story on two other students who will give them feedback and advice, and provide feedback and advice to two other students. They will also consider how to share their final draft with the subject of the life story. It is vital that all Information and consent forms are signed and presented prior to the Sequence 12 showcase.

Activity 1: Viewing and reading stories

Small groups can be organised so that print and digital life stories are either separated out to allow groups to focus on their chosen mode, or mixed to create diversity.

During this process, the students will have a Peer assessment form to complete for each life story. The students will collect Peer assessment slips only after each member of the group has offered verbal comments and encouragement. The slips (or a scan of the slips) should be attached to Assessment task 2 when it is submitted. This will provide you with a sample of student views to inform the assessment.

Activity 2: Constructive feedback

A laptop computer with notes and a photograph, on a desk

Above: Laptop and notes, photo by Rosie Kerin

Call on consenting individuals who are prepared to talk about some of the feedback they have received on an aspect of their story. You can then model a constructive session where the individual and the class benefit from seeing deliberations and editing in action. Ideally, there will be a demonstration in relation to some of the following:

Activity 3: Individual or small group and teacher/student consultations

Allow time for individuals or small groups to consult with you in order to cover aspects not yet detailed, or challenges peculiar to each individual. This is especially important for any stories where there might be a suggestion of an issue of ethics, sensitivity or privacy, because these must be addressed before Sequence 12.

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