This is not a perfect example of a critique session, but many of the features of one are present.
Critique of E- Safety Games
Firstly the use of the Feedback norms, about being kind, specific and helpful are present. The session starts with a look at strengths of each piece of work. Although difficult, every example has a positive. I intentionally went through every piece of work for this reason, giving value to their work so far.
The whole class ethos of this is emphasised with the question " what will you steal? what idea will you to take to use in your own work?" This is a key point to critiques, its not about getting feedback to one student but away of all students understanding what high quality is like. If I wanted to give one student feedback I'd do that one to one myself. What I want here was to emphasise that we are all in this together.
The specific nature of the questioning, always seeking clarification and specificity, whilst reserving judgement. This allows a frank discussion of what is needs to be done.
Possibly the weakest area of this critique is the focus on the content, although the issues around the topic do surface, as they always do. Critiques are great way to teach content.
My interest in the idea of sharing pedagogical purposes comes directly with the contact I have had with the Project for Enhancing Effective Learning at Monash University in Australia. Now each of these teachers were very active in establishing learning agendas with their classes. The impact they were having was inspiring. Each classroom tool can have a purpose beyond delivering content, and this needs to be shared.
I suppose the purpose of this website is collate, crystalise and open dialogues about how to increase this within classrooms. As the quote from Carl Bereiter illustrates this classroom methodology can empower our students.