Critique - Quotes, perspectives and useful links
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Critique develops student work by focusing on peer feedback and redrafting. It emphasizes improving the work rather than the individual. Through informal critique sessions, students promote producing high quality work while developing a shared understanding of craft. Critique encourages students to raise standards by making student work highly visible and forcing focus on content and expectations of excellence from each other. It provides a learning dialogue that builds trust and a classroom culture of success through mutual respect and responsibility for learning.
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Critique presentation
The document outlines a process for using critique to improve student work and develop a culture of excellence in the classroom. Key aspects of the process include:
1) Modeling high quality work for students and creating success criteria.
2) Having students complete drafts of their work and providing formal critiques to help them improve their drafts.
3) Establishing rules for critique that focus feedback on improving content while avoiding personal comments.
4) Allowing students to critique their own and others' work builds skills and reinforces learning. This process raises the standard of student work.
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Peer feedback and learning contributes to students' development in several key ways:
1) It is central to the social constructivist pedagogy of the module and relates to communities of practice, structuring the development of professional skills.
2) Models of peer observation can be evaluative, developmental through expert support and feedback, or collaborative through analysis and reflection with colleagues.
3) Peer observation and review aims to ask questions, explore teaching approaches, and benefit students' understanding through open reflection rather than judgments or simple performance reviews.
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Recommended
Critique presentation
The document outlines a process for using critique to improve student work and develop a culture of excellence in the classroom. Key aspects of the process include:
1) Modeling high quality work for students and creating success criteria.
2) Having students complete drafts of their work and providing formal critiques to help them improve their drafts.
3) Establishing rules for critique that focus feedback on improving content while avoiding personal comments.
4) Allowing students to critique their own and others' work builds skills and reinforces learning. This process raises the standard of student work.
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Peer feedback and learning contributes to students' development in several key ways:
1) It is central to the social constructivist pedagogy of the module and relates to communities of practice, structuring the development of professional skills.
2) Models of peer observation can be evaluative, developmental through expert support and feedback, or collaborative through analysis and reflection with colleagues.
3) Peer observation and review aims to ask questions, explore teaching approaches, and benefit students' understanding through open reflection rather than judgments or simple performance reviews.
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This document discusses effective and constructive ways to provide critique and praise. It suggests that personal criticism should be avoided as people do not respond well and it is not performance based. Students are less likely to rework assignments after personal criticism but more likely if the work itself is critiqued. The document recommends having one presenter critique works to keep feedback objective. Praise should focus on effort rather than talent to avoid kids feeling unable to take on challenges or make mistakes. Constructive critique and praise of effort can help motivate students and encourage them to keep improving.
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This document outlines the agenda and learning targets for a workshop on implementing critique in elementary classrooms. The agenda includes introductions, examining student sample work using Berger's rules for critique, practicing critique on sample work, and discussing takeaways. The learning targets are to identify how to implement critique, apply critique to improve one's own and others' work, and support partners in critique. The document also provides examples of student work, critique rules, sentence frames, and recommends further reading on developing a culture of critique in classrooms.
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1) Teachers analyze student work without context to discuss what they see objectively and raise questions.
2) They speculate on evidence of student engagement and commitment, and whether work shows strategic compliance, ritual compliance, or retreatism.
3) The presenting teacher then provides context and responds to questions, and the group discusses implications to strengthen design qualities and increase student interest in future assignments.
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1) Teachers analyze student work without context to discuss what they see objectively and raise questions.
2) They speculate on evidence of student engagement and commitment, and whether work shows strategic compliance, ritual compliance, or retreatism.
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4) The goal is to produce compelling work that engages students and gives them a sense of accomplishment.
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PRESENTATION OVERVIEW
This presentation introduces you to the concept that we are social by nature and learning is a social endeavor for students. See how you can foster interactions between students and enhance learning with collaborative activities adaptable to a variety of technology environments to engage and empower learners.
ABOUT TEACHERSFIRST
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The information in these slides was shared by Louise Maine, TeachersFirst Contributor and MySciLife EdTech Coach, during PETE&C's 2017 Annual Conference held in Hershey, PA, February 12-15, 2017.
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Although project-based learning has been around for some time, design thinking is relatively new. It offers a type of scaffolding for the teachers in crafting lessons for students that offer collaboration, critical thinking, choice in the demonstration of knowledge, and empower a new generation to envision a difference to their community.
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This document presents an action research study conducted to develop student confidence in speaking English at the primary level. The study aimed to identify reasons for student shyness and strategies to develop self-confidence in shy students. The sample consisted of 3 students and their class teacher from a government school. Qualitative research methods were used, including classroom observations pre-and post-intervention using checklists. The findings showed that after interventions, students' shyness reduced and they spoke more confidently in class. It is important for teachers to understand students' different levels and problems to make teaching effective and help develop students' self-confidence.
Region 8 presentation
1. The document discusses using outcomes directed thinking in student advising to help students achieve their goals in a transformative way. It focuses on identifying student motivations, barriers, and actionable strategies to overcome barriers.
2. Examples are provided of how outcomes directed thinking can guide advisors to partner with students in developing independence, confidence, and educational achievement. Student quotes support that this approach helps isolate problems and clarify solutions.
3. When advisors use this approach as a student development tool, it facilitates student ownership of goals and reduces needed interactions by creating implementable plans that others can assist with.
Leadership: Whare are we at?
A powerpoint presented to Heads of Departments explaining the current state of play in Educational Leadership. It looks at current issues in leadership and various models of school leadership culminating in a discussion of three main aspects of leadership: Setting Direction, Developing People and Re-designing the Organisation.
Leadership For Change
Great principals are instructional leaders who drive second-order change through building trust and developing a collaborative vision. They establish a leadership team to motivate staff and connect changes to shared beliefs and goals. Data is used to monitor student growth over time on an individual level, rather than just competitive scores. Principals treat everyone with dignity, develop cultural norms like trust and collaboration, and focus on improving teaching to best support all students.
The Talent Factor: Coaching for Success
Organizational excellence is dependent on the successful performance of employees. Coaching for success leverages individual strengths to meet organizational needs. Employee performance is enhanced through a research-based coaching process which includes a targeted goal, structured support, deliberate practice and focused feedback.
Breaking Ranks: A Comprehensive School Improvement Framework for K-12 Leaders
The document provides an overview of the Breaking Ranks framework for school improvement. It discusses that school culture determines why schools need to improve, what needs to change, how changes can be made, and who will make the changes. The framework includes cornerstones like leadership, equity, and culture, as well as core areas like curriculum and relationships. It provides recommendations in each area to guide school improvement efforts.
Key Competencies
This document provides information about key competencies as outlined in the New Zealand curriculum. It defines key competencies as the capabilities people need to live, learn, work and contribute as members of their community. The document then discusses assessing key competencies and unpacking them into categories at different levels for students. It cautions against multiplying objectives and emphasizes identifying priorities related to student needs.
The Professional Learning Community
The document summarizes a presentation given on professional learning communities. It discusses what professional learning communities are and are not, challenges in implementing them, and strategies for effective goal setting and building trust within teaching teams. Key aspects include focusing on student learning, collaborative work among teachers, setting measurable and achievable goals, and establishing group protocols to strengthen relationships and promote open discussion.
Wids Model
The document introduces the Worldwide Instructional Design System (WIDS) model used at Mott Community College. The WIDS model is a learner-centered, performance-based approach that focuses on identifying competencies required for a task and developing learning objectives, assessments, and instructional materials to help students master those competencies.
11.01.08.Power Of Pl Cs1
This PowerPoint was used on the Saturday, November 1, 2008 training. The PLC roll-out began in August, 2008.
Preparing Students for Collaborative Leadership: Lowering the walls and cross...
Preparing Students for Collaborative Leadership: Lowering the walls and crossing boundaries using business-based professional assessments to develop interdisciplinary teams
Competent Adults U Learn
This interactive session will explore the key competency of relating to others as it needs to be built in the adults in your schools. The key competencies of the NZC are important to develop in students but they must first be developed in those who act as role models - leaders, teachers and other staff in the school. 'Relating to Others' must be developed on purpose... and it starts with you. This workshop will provide practical examples of how the adults in your school can be encouraged to develop strong interpersonal skills and to be aware of the effect they have on others
Educators as professional learners
The document discusses the importance of continuous professional learning for educators. It notes that traditional "training" models are insufficient for ambitious reforms in education. Effective professional learning is centered around critical teaching activities, grows from investigations of practice, and is built on substantial professional discourse among colleagues. When structured as ongoing learning communities, it allows educators to collaboratively solve problems, develop skills, and improve standards of practice over time. Technology can help facilitate participation in these important professional learning opportunities.
Similar to Critique - Quotes, perspectives and useful links (20)
Teacher professional development it's not even an event, it's a process
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Assessment and growth mindset
John Fenlon explains how to use assessments as a way to develop growth mindset, and make a shift away from the usual fixed mindset nature of them.
Don't just 'do' growth mindset
In this session, teacher David Fawcett explains that we shouldn't just be 'doing' growth mindset. It's not enough to have an assembly and display a poster on the wall. If we really want to develop a culture for Growth Mindset we need to make changes in our classroom.
Question Level Analysis and Pupil Progress Review Meetings
This is a presentation by Helen Strutton and Jack Wainwright explaining how they use QLA and PPRM in Science to improve student learning (and teacher quality).
Writing to a veronica
The document provides five tips for teaching writing skills to students for the A* level exam:
1. Model writing in the third person to encourage objective analysis.
2. Teach key vocabulary that captures complex ideas concisely.
3. Demonstrate effective introductory and connecting sentences to structure paragraphs and sections.
4. Encourage the use of nominalization to create concise and complex sentence structures.
5. Emphasize the importance of concise writing by eliminating repetition and "waffly" phrases through proofreading.
Strategies to attain highest grades helen
This document outlines strategies that teachers can use to help students achieve the highest grades (A*s). It discusses what top-grade students look like in terms of being exam-ready, independent learners, self-motivated and enthusiastic. Some key strategies proposed are ensuring students have a thorough grounding in fundamentals, precise learning objectives, regular cumulative testing and feedback, using varied models to explain key ideas, and providing a planned home learning schedule with weekly recall tests to promote independence and self-motivation. The goal is for top grades to result from a stimulating education through practical learning and extra-curricular opportunities.
Raising Academic Standards - 5 Strategies
This document provides strategies and examples for improving student writing skills. It suggests using subject-specific sentence starters to make writing more focused. It emphasizes the craft of writing expert sentences and provides question prompts to help with this. It also models the process of annotating and analyzing a strong sample of student writing to help students learn. Other tips include using vocabulary and terminology from the subject area, leaving space for redrafting, and focusing on feedback to close gaps in writing skills. The format and level of detail, facts, and academic vocabulary used is also important to model rigorous writing.
A to a Rich Charlesworth
This document discusses strategies to help students develop deeper thinking skills needed to achieve high grades. It describes activities like using functional English to discuss concepts, playing "odd one out" games to evaluate ideas, and connecting concepts with hexagon tiles. The goal is to encourage evaluation, discussion, and making connections between ideas. Extended writing can be improved by using sentence starters to further develop ideas. These activities aim to cultivate higher-order thinking in students.
Student response to feedback
This document discusses strategies for getting students to successfully respond to feedback in order to close the gap between their current performance and expectations. It recommends that feedback should cause thinking in students and reduce the gap between where they are and where they need to be. Several strategies are presented to encourage deeper student engagement with feedback, such as using burning questions, critique, redrafting with keys, and having students speak to peers. Challenges like ensuring strategies are used frequently and monitoring their use are also discussed. The document advocates adapting strategies as needed and continuing to share successful practices.
Teaching students to write effective revision notes
The document discusses teaching students effective strategies for memorization and revision. It provides tips for writing revision notes that are concise and use techniques like symbols, diagrams, pictures and mnemonics to aid memorization. The document emphasizes minimizing words, chunking information, and having a logical organization to notes. It also discusses teaching students how to effectively use revision notes with strategies like reading, covering up, recalling and repeating information over multiple study sessions. The overall goal is to help students commit information to long-term memory using research-backed memorization techniques.
Revision and terminal assessments
This document provides information about revision and assessments for science classes. It includes tips for homelearning and communicating with parents, a sample timetable for homelearning assignments, and a range of revision resources and strategies for students. Suggestions for reflection include using question level analysis to identify weaknesses and setting goals for improvement.
Making it stick
This document discusses cognitive psychologist Robert Bjork's research on how testing and interleaving can improve long-term memory retention compared to repeated studying. It explains that testing information requires retrieving it from memory, which strengthens the memory representation and makes it more easily recalled in the future. The document then provides examples of different study patterns and argues that interleaving topics with tests leads to the best test results. Finally, it lists different types of low-risk, frequent testing methods that can be used in the classroom to improve student learning through retrieval practice.
Maximising Marking
The document discusses focused marking, which involves:
- The teacher challenging students to improve or correct their work based on feedback, and giving students time to do so.
- Marking focusing on one set of student books to provide detailed feedback.
- Feedback including questions referring to lesson objectives to move learning forward.
- Students taking more responsibility for their learning by responding to feedback in subsequent lessons.
Consistency : Marking as part of a holistic approach
The document discusses focusing lesson objectives and marking on a single skill. Having a specific focus allows students to better understand how to progress and makes marking quicker. It emphasizes that clear and concise marking along with focusing on one skill at a time makes it easier for students to understand expectations and feel less daunted by the tasks. Reinforcing objectives verbally and with repetition reduces student confusion over what is expected of them.
Time management and organisation of purposeful marking
This document outlines strategies for effectively managing the workload of marking student assignments. It recommends prioritizing marking using a monitoring sheet. It also suggests marking assignments efficiently by only commenting on the specific piece of work, linking comments to learning objectives, and collecting assignments in alphabetical order. The document stresses the importance of ensuring marking is purposeful by providing general feedback and allowing students time to respond to feedback through tasks like correcting errors. It concludes by noting the importance of periodically monitoring student work and communicating with managers about unreasonable marking loads.
Teaching students to write effective revision notes
The document discusses teaching students to write effective revision notes. It explains that brains have evolved over millions of years to prioritize remembering locations, images, and communication rather than written language. While brains are good at learning, they are poor at later locating information. The document provides rationale for recommendations when writing revision notes, such as minimizing words, using symbols, including titles and chunking information, to make information more efficiently memorable and testable.
The "Display" display
The document provides tips for creating effective classroom displays including keeping displays fresh every half term, using the school ethos and student work in displays, making displays engaging with color and font size, and ensuring displays have a clear purpose in reinforcing skills and concepts for students. It emphasizes making displays functional, tidy, and accessible for students.
The Value of Learning from our Mistakes
This document discusses the importance of learning from mistakes and student ownership of learning. It provides examples of drawing targets for students to improve specific skills like using a wider range of tones or adding finer details. The document outlines the rules of critique for providing feedback to other students, including being kind, specific, and giving a top tip. It shows examples of a drawing improving from heavier outlines and less tone variation to a refined shape, better tonal range, and details. Students are given time to apply the feedback and advice to their final shell drawing.
Discussion and arguments in Science
This document discusses dialogic teaching and developing arguments. It explains that dialogic teaching involves teachers and students addressing learning tasks collectively and building on each other's ideas. The goals are cognitive learning, understanding how knowledge is obtained, and social development. Students learn to structure arguments with an idea, evidence to support it, explaining how the evidence relates to the idea, considering opposing arguments, and how to convince others. The document provides examples of using this approach to discuss topics like food miles and funding a new zoo.
Making it stick
The document discusses how memory works through storage strength and retrieval strength. Storage strength increases the more an item is accessed, making it stronger in memory. Retrieval strength is how accessible the information is at that moment. Items with high storage strength and easily retrieved have the highest chance of being remembered. Testing can improve memory retention more than just studying, with spacing out tests over time being most effective.
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Critique - Quotes, perspectives and useful links
- 1. Critique Quotes from teachers using critique and links to essential resources
- 2. Critique develops the culture of improving student work by harnessing the power of student to student dialogue. It focusses on the work rather than the individual and leads to informal critique sessions in class that promote the goal of producing beautiful work. Tait Coles
- 3. For me it's a shared craft dialogue, where the craft of writing gains equal teaching time with Russell Hall
- 5. When a draft itself becomes important, the quality is sure to improve. David Fawcett
- 7. For me it comes down to the rigor and culture of the word critique. Russell Hall
- 9. It clearly is assessment but critique focuses pupils on a parallel craft dialogue. Russell Hall
- 11. Critique is highly visible and encourages individuals to raise their standards, as does its focus on redrafting. David Didau
- 13. Assessment has always seemed unfocused as a term, critique zooms in on work. Russell Hall
- 15. Critique forces students to focus on content; the norms exist to empower students to expect exceptional work from each other. Martin Said
- 17. Student quote "You get the most of the class. [It's like] I get the brain power of the whole class..." http://teachingandlearningmusic.blogspot.co.uk/2012/07/on-power-of- critique.html#!/2012/07/on-power-of-critique.html Martin Said
- 19. A collective view of assessment that WE are responsible for OUR success focus all on what quality is it builds trust and requires trust. http://pedagogicalpurposes.blogspot.co.uk/2012/06/more-student- perspectives-on-critiques.html?m=1 Darren Mead
- 21. It‟s how classroom culture of success, mutual respect and community can develop. http://pedagogicalpurposes.blogspot.co.uk/2012/06/student- perspective-on-critiques.html?m=1 Darren Mead
- 23. “If it isn‟t perfect it isn‟t finished” Ron Berger
- 25. It‟s also a highly motivating mechanism for teaching the content! Darren Mead
- 27. Critique provides a learning dialogue focusing on the evolution of beautiful work Russell Hall
- 28. Essential resources „An Ethic of Excellence‟ by Ron Berger Excellent „must read‟ for all teachers. http://www.amazon.co.uk/An- Ethic-Excellence-Building- Craftsmanship/dp/0325005966
- 29. Essential resources Ron Berger basic explanation of critique Part 1 - http://www.youtube.com/watch?v=1znB1ox0_EI Part 2 - http://www.youtube.com/watch?v=J2K75WO7a70 Austin‟s Butterfly - http://www.youtube.com/watch?v=JFHf7jAfJlg Tait Coles Critique presentation from TMClevedon Part 1 - http://www.youtube.com/watch?v=v_qdNNs3m6g Part 2 - http://www.youtube.com/watch?v=M-yXX1En3fc High Tech High guide - P27 of the book explaining critique http://www.innovationunit.org/sites/default/files/Teacher's%20Guide%20to%20Pr oject-based%20Learning.pdf Darren Mead blog posts on critique http://pedagogicalpurposes.blogspot.co.uk/search/label/critiques Tait Coles blog posts on critique http://taitcoles.wordpress.com/2012/06/07/public-critique/ David Didau (Learning Spy) http://learningspy.co.uk/2013/01/26/work-scrutiny-whats-the-point-of-marking- books/