Two stars and a wish - 200When using appreciating and evaluating it is important that pupils give appropriate, good quality feedback. Using two stars and a wish tool is a way of providing feedback that provides two things that pupils have done well (stars) and one thing that pupils could improve on to make their performance even better. This feedback should directly address the success criteria provided by the teacher for the skill (Glasson, 2009). Feedback is an essential part of performance evaluation, the sooner a performer receives feedback, the more time they will have to practice to correct the skill and not develop bad habits. This tool offers students a structured way to provide feedback that would not increase any tension or change the classroom climate (Webb & Jones, 2009). In the gymnastics class the students had to give each other feedback after each performance. Pupils were given two stars and a wish feedback form (see Appendix A) which would help them structure the feedback for their partners. At the end of the lesson the students would also fill out the feedback form with two positive and two negative aspects about their performance. They would then give the performer the form and could take the feedback home and reflect on their performance. Pedagogical Choices - 1000 Teaching Styles Mosston's teaching spectrum is a continuum ranging from teacher-centered command teaching style to learner-centered divergent teaching style (Mosston and Ashworth, 2002). The teacher-centered teaching style is a reproductive teaching style in which the teacher decides the activities, times and practices. Mosston said more learning tasks take place when choice and decision making shifts from the teacher-centred teaching style… to the middle of the paper… to observing one's partner's performance and providing them with feedback that it could help them improve. Pupils were responsible for helping their partner learn skills and providing constructive feedback. Social interaction skills referred to communication, listening to each other and giving feedback, resolving conflicts, taking turns to speak or perform, and expressing pleasure in their team's success. (Dyson & Grineski, 2013). In relation to gymnastics lessons, pupils' communication was improved by the peer observation task. Students had to give each other feedback to help their partner improve. The performer needed to be able to receive feedback and the observer needed to be able to express their feedback in a structured way. Pupils also learned how to take turns observing and performing the skill, developing their knowledge and skills.