Leaders of Their Own Learning
Chapter 4: Models, Critique, and Descriptive Feedback
- Models
Exemplars of work used to build a vision of quality within a genre. They can be drawn from current or prior student work or the professional world or can be teacher created.
- Critique Lesson
Through critique lessons, students and teachers work together to define the qualities of good work in a specific genre or to think about the ways all students can improve their work through revision. This form of critique is a lesson, with clear objectives, and is designed to support the learning of all students.
- Descriptive feedback
This my take place in the form of a teacher-student conference, written comments from the teacher, or during a peer-to-peer feedback session. This feedback specifically addresses a particular piece of work by a single student and intended to raise the quality of work toward the gold standard.
Why This Practice Matters
Making Standards Real and Tangible
Students are able to see what the outcome looks like, which makes it more attainable.
Building a Mindset of Continuous Improvement
Instilling Responsibility and Ownership of Learning
Contributing to Collaboration and a Culture of Safety
Getting Started
Developing a Positive Culture for Critique and Descriptive Feedback
Be kind, Be specific, and Be helpful
Have a protocol
Choosing the Right Work Models
Exemplars don't have to be perfect, but do need to be good models of the learning target for that lesson.
Save student work to use as exemplars.
You can use weak work samples to model a target area, however make sure the work is totally anonymous. Also make sure to treat the work respectfully so the critique doesn't become mean-spirited.
Turning Critique Sessions into Standards-Based Critique Lessons
Define the Purpose for Each Critique Lesson
Focus could be on content, concepts, skills, product formats or genres, or habits of scholarship.
Determine the Right Timing in a Sequence of Curriculum for a Critique to Be Held
Introductory lesson to set high standards for quality.
In process to support revision
Just before final exhibition to fine tune the quality.
After completion of assignment to reflect.
Choose a Structured Format or Protocol to Match the Goals
The 2 well known protocols are 'collaborative assessment protocol' and the 'tuning protocol'.
Protocols help to define a sequence of discussion prompts, structure time, define roles, and define norms for the give-and take.
Two Types of Critique Lessons
- Gallery Critique:
- All students' work is posted for everyone to view closely. It works best when the goal is to identify and capture only positive features in the selected work. The goal is to find effective ideas and strategies in strong examples that students can borrow to improve their own work.
Introduction: Teacher explains the steps and norms.
Step 1: Posting work (5 minutes)
Step 2: Silent gallery walk where students view all the drafts and take notes (5 minutes)
Step 3: What did you notice? Teacher led discussion where students only state what they noticed or identified, no judgments or opinions (5 minutes)
Step 4: What is working? Teacher led discussion of which aspects grabbed their attention or impressed them. Teacher also points out ones she is impressed with and explains why. (15 minutes)
- In-Depth Critique:
A single piece of work (or set of related pieces) is used to uncover strengths or to highlight common areas in need of revision or gaps in knowledge that need to be addressed.
The Role of the Teacher in the Critique Lesson
Be a Strong Guardian of Critique Norms
Make it clear the work is the subject of the critique, not the author.
Use "I" statements.
Begin comment with a positive feature in the work before moving to perceived weaknesses.
Frame ideas as questions rather than statements. ( Why did you choose to ____).
Keep the Critique Moving at an Interesting, Energetic Pace
Distill, Shape, and Record the Insights from the Critique
Focus on Naming the Specific Qualities and Strategies that Students Can Take Away with Them
This can be a step in the creation of a rubric.
Teach Vocabulary of the Standard/Learning Target, Content, and Product/Process.
Providing Descriptive Feedback to Individual Students
Focus on supporting the growth or an individual student or small group, improving a particular piece of work, performance, skill, or disposition.
Just between teacher and student or student and student, not for whole class
It is nested in a long-term relationship
Use strategic, positive comments instead of criticism
It flows from knowing the child and their needs, strengths and weaknesses, and their next steps.
Planning for Effective Feedback
Analyze and Adapt Your Current Means of Giving Feedback
Consider the 'How'
Timing: How often and when should feedback be given?
Quantity: How much feedback should be given?
Written versus Oral: What's the Right
Audience: What is the Right balance between Group and Individual feedback?
Tone: How words are used matters a great deal in giving effective feedback.
Consider the 'What' - the Content of Feedback
Focus: Focus on the work/task, process of learning, or way student self-regulates.
Comparison: Use past performance, benchmarks, and personal goals.
Function: Describe how the student has done in order to identify ways and provide information about how to improve.
In Practice
Developing Structures to make Feedback and Critique a Part of Daily Lessons
Identify Teacher-to-Student Strategies for Daily lessons
Structure individual conference times during work time.
Use small-group mini-lessons to address common areas of weaknesses.
Target one skill at a time. Connect feedback to learning targets and rubrics.
Assess effectiveness of feedback, see if student work improves.
Identify Peer and Self-Assessment Strategies
Teach the purpose and language of feedback.
Return to learning targets frequently.
Model giving effective feedback for students. Ask students use similar language.
Emphasize self-assessment over peer assessment.
Preparing Students to be Effective at Giving Peer-to-Peer Feedback
Students should be practiced in giving targeted feedback.
They should have clarity on the specific dimension of the work they are analyzing.
Summary
This chapter focused on the use of feedback and it's effectiveness. I learned more precise terminology for different strategies to use in giving students effective feedback. I will definitely try the gallery critique and the in-depth critique lesson formats in the coming year! The biggest challenge will be structuring work time to allow for conferencing with individual students.
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