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.

Wednesday, 13 June 2012

More student perspectives on Critiques.

listen to ‘Student perspective on critique’ on Audioboo

I love this students sense of community, that taking part so that everyone can learn, it was worth taking a risk for. She is very honest and says that it was "strange" to volunteer, but it was evident that she was enjoying it even during the scrutiny. I'm glad she articulates how she felt during it changed. It is obvious she felt safe during the critique and she clearly values the feedback norms established at the beginning of the lesson.

1. Step up, step back.
2. Hard on content, soft on people.
3. Feedback must be kind, specific and helpful

It is pleasing to note that not only has she got a clear idea of what she needs to do next but feels she is more bale to critique others. I love how students she critique and critiquing as instantly transferable.

i was curious about this transfer so I asked a student who was part of this whole class critique.

listen to ‘an audience member talks about critique’ on Audioboo

It's obvious straight away that the sense of community has extended to the audience, who were appreciative not only of the person volunteering work for critique, but of the comments of other students. However, it is clear that critiques go beyond giving feedback to one person. It is clearly away of establishing what is high quality and then a chance  for you to reflect upon your own work. These students may only be 12 years old, but they can distill a process. The teacher action of extracting the key ideas or success criteria, as the work was critiqued seems to be the key in allowing him to do so.