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.
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.
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.
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