Activity Development - Critique Session

General Process
  • Review Critical Friends Feedback & Constructive Friends Feedback Form
  • Teacher(s) present their activity/lesson/project/unit/student example AND/OR classmates are given time to observe/read/interact with the activity/lesson/project/unit/student example - this should be conducted ONLY if there is still time for the teacher(s) to modify their work
    • Peers ask what areas do the remixer/author like best about their project
    • Peers ask what parts the remixer/author is still working on
    • Peers ask what other thoughts the remixer/author has that aren't in the plan so far
    • Peers ask what parts the author feels are vague, troubling, or might need more work
    • Peers ask clarifying questions (see Commenting page) to better understand the remixer/author's intentions
    • Peers ask probing questions (see Commenting page) to push the remixer/author's thinking
    • Peers ask "I wonder ... " questions to brainstorm other resources and/or methods
    • Peers discuss where they think the activity/lesson/project/unit/student example might fall on the related taxonomies (Bloom's, SAMR, TpaCK, etc.) - Remember, not all lessons should be focused at the higher end of a taxonomy. There is a time and place for all.
  • Remixer/author closes the session (summarizing what they heard, things they learned about themselves or their project, or ideas for moving forward)
  • Optional - If conducted face-to-face, it might be beneficial for the peers to put their comments and questions in an online discussion for the benefit of the remixer/author's memory

Tips from Students
  • Listen/read well.
  • Be positive.
  • Be specific.
  • Make sure the can act on your feedback.
  • Comment on the product, not the person.
  • Be careful what you say/write because once it is out there there is no way you can take it back. You might hurt the persons feelings.
  • Don't comment on the less important details, just 1 or 2 important things.
  • Make sure to explain your reasons if you are politely critical.
  • Make connections to other resources, projects, ideas.
  • Try to include a suggestion or an example when you're giving politely critical feedback
  • Use questions, rather than statements "Have you thought about trying...?" or "Did you think about including...?" Sometimes kids think through things and make decisions about their work that aren't always visible in the end product.

  • Should all or part of a critique session be conducted with online tools? Are some students more comfortable with online critiques or face-to-face critiques? Should we strive to make them comfortable with both? Is either a better starting place? Could the methods be combined at the same time, to create a record of the comments and questions? Sometimes it is hard for the person presenting to take in what is being offered.