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October 31, 2010 Running a Critique By: John G. from New York, NY Comments: 22

October 31, 2010

Running a Critique

By: John G. from New York, NY
Comments: 22

COMMENTS

Posted By: John Galt On: 9/4/2006 3:11:36 PM I would like for people to post their format for running a critique. Please include the kinds of questions you use to elicit positive, constructive feedback. Thank you.
Posted By: Debra Thomas On: 9/4/2006 5:57:42 PM The questions I ask are closely related to the concepts I've taught prior to the critique. For example, when we critique photos we look at composition, focus, lighting, gotchas. We also talk about working the image and discuss how else that shot could be done. But during "share and show" at the end of the six weeks, the photographer is the primary speaker. Other students' comments are not elicited, however, they are free to comment. Generally these comments are positive and encouraging. They always find something they like about the image.
Posted By: Lee Sappingfield On: 9/6/2006 11:05:02 AM I like to break it into objective/subjective discussions. First I have them write a description of what they see. No using the words "I like, I feel, or I think" Usually at least 4-5 bullets or 3 sentences. Then they need to list two likes and two dislikes. Make sure they are more descriptive than "that's COOL!" Once this is done, we conduct a verbal presentation. I like the kids to say the 2-3 positive comments and I provide two negatives and finish with a positive. As the class matures they can provide constructive criticism.
Posted By: Barbara Nikoomanesh On: 9/6/2006 12:05:19 PM I usually give the students a reflection sheet to fill out, with questions that relate to the criteria that I set and presented at the beginning of the lesson. I also ask what the student would have done differently if they were to do the assignment again. I hold a verbal class critique at the end, having students refer to their reflections when discussing their work.
Posted By: Cassandra Kapsos-Scouten On: 9/13/2006 5:46:54 PM I have not done this yet, but at my school they have reflection cards. Students reflect on their own work before, the group critique. That way they have something prepared to present in front of the group. They have to describe, analyze, interpret, reflect their finished work.
Posted By: John Galt On: 9/16/2006 4:50:04 PM These are great ideas. I wonder if it might be possible for people to post the worksheets/handouts on this discussion group.
Posted By: Monique Fineman On: 9/25/2006 4:43:37 PM I tried a critique with one of my classes in written form. (They worked on their own and wrote their responses.) I did not guide very much this first time through in hope of getting some fresh insight and the writing was not very good. Content was bland. I think Lee's technique for critique will suit my students well and I will try this way the next tie we are ready for reflection. Thanks for sharing.
Posted By: Franc Leo On: 10/14/2006 7:52:48 AM When starting a critique session the students are aware that their work will be viewed according to the wayt they present it. They should have their work speak for them, and on occasions should the student explain when required by the teacher. The design process is presented in a unique manner through different authors, but the initial instruction is the same for everyone. The end product may be different, but the starting line is the same for all.
Posted By: Aruna Arjunan On: 10/15/2006 2:52:22 PM I think that it is also easier to run a critique with older students, who are used to having their work analyzed by someone else. With younger learners, I would first start by giving them a lesson on constructive criticism first. I find alot of my ninth graders are unsure of what it really means, or how to give it. After that, you can build their skills up to a point where they don't need help with creating constructive criticism, or analyzing their own or someone else's work. Just my experience of course. Someone else's may have been very different naturally.
Posted By: William Berry On: 10/16/2006 9:14:26 PM These conversations are great.
Posted By: Tonya Adison On: 5/9/2007 2:12:58 PM I really like the gallery walk. I alternate between telling students beforehand and waiting until the last minute. I like to reinforce the idea that you should always do good work, not only when others will view it. Make it excellent for yourself. I perform this in with my math and technology students. Questions I ask include the following: Would you have tackled the problem in a similar way? What other information would you include? What would you omit and why? Do you agree with the answer/information? Did the student complete the task that was asked? I give students a different color post-it for each question. They observe the work of their peers and place the post-its accordingly. They can use a maximum of 2 per student. Comments are constructive based on the agreement of the class. I collect and discuss the findings with the class.
Posted By: Marianne Aalbue On: 5/9/2007 8:38:25 PM I use both reflection sheets and gallery walks. My reflection sheets begin by asking the students to describe their work. Students have a difficult time doing this at first. I tell them to pretend they are describing their work to a friend they are talking to on the phone. I model this procedure and provide a very detailed description. Next, they work in partners, verbally describing their work to each other "on the phone." After they complete their reflection sheets they know how to talk about the art created by the other students in the class. Then it is time for the gallery walk. I too use Post-its. Each student gets three and must come up with 1 positive comment for three different pieces of work. Each piece is only allowed three comments. Students must identify what they like and why. The gallery walk is always exciting. The Post-its are eventually transferred to the students' art notebooks. I contribute the constructive criticism.
Posted By: Cassandra Kapsos-Scouten On: 5/10/2007 5:19:39 PM I have had much success with the reflection cards. Students have to choose another students work and write about it and them they have to read what they wrote in front of the class. It open the students up more and they don't get so stress reading as they do just talking. I think that I am going to start a notebook journal with my Photography class to get them to start thinking about independent prodjects. I also hang up everyone work on the large corkboard in the classroom. It shows off other classes work and it helps others brainstorm.
Posted By: Stephanie Mulvihill On: 6/19/2007 10:17:09 PM I think that success in a critique depends on the environment you create with each class. I teach highschool, were students are very self-conscious of thier work. The teacher needs to set some ground rules on how to give respectful, constructive criticism so everyone feels safe. I also give students a chance to write their reflections first, so they have something to say when we get to the discussion.
Posted By: Catherine Perry On: 6/21/2007 12:08:27 PM I find I have to really build up to the skill of critiquing. I start by having gallery walks, not having to do any writing but I am looking for accountable talk. I pair up students and after our gallery walk, a student has to tell us something their partner said about the art. We practice making constructive statements, and then work on eliminating the 'dead words' from our critiques. I also work with rubrics, which already equips the type of vocabulary students can use for commentary. Our ELA teaacher works usng peer review very often; so I borrowed her terminology for having students encounter and respond to their peer's work. They simply use prompts for making statements: "I saw", "I noticed", "I wonder", "I feel/think"...etc. It makes them at ease to see a familiar methodology, and really does make the process clearer. I do a lot of modeling for critiques in order to build up thier skills. Since I'll be having these students from 6th grade up to 12th grade, I'm really hoping to scaffold the lessons so that the students become sharp critical thinkers and are able to appropriately speak on their visual stimuli. What I ultimately hope for is to have the type of critique I engaged in regularly while I was in college. Those were some of the most helpful sessions in helping me resolve a phase in the artwork I was making.
Posted By: kathy murphy On: 6/21/2007 2:48:22 PM For the younger student I would consider it a critique when we watched the video of them talking about their designs and afterwards we discussed what they thought about the presentations and the quality of the designs. I try to encourage everyone to say something and we talk about constructive criticism before we begin. Usually they prefer to talk about what excited them the most.
Posted By: Alberto Romero On: 7/8/2007 11:06:50 PM I use a simple, yet effective format in my class, it's called TAG. Tell something you liked about the presentation. Ask a question about the presentation from the creator. Give advice for improvement. This format has been successful, especially when the students begin talking with each other, and not to the teacher. I recently found out that this technique, although I had failed to share it with other staff members, filtered into other classes via the students. They had gotten used to it in English class and started using it in social studies class during class discussion or during assignment and project feedback.
Posted By: susanne donahoe On: 10/8/2008 12:58:20 PM I particularly like the idea of "tag". When I was teaching the higher grade levels of an entire EBD population, we did a similar project. Each student was given a part of the classroom to design a station of their own ideas. They would post information with related to them individually - accomplishments; family members, etc. They were proud of the ability to actually be a part of their predominately self-contained classroom. susanne
Posted By: Nick Britton On: 10/31/2010 9:55:53 PM Sticky notes work really well for critiquing. I teach a creative writing class and have students move around the room quietly with their sticky note pads, reading the work of four other writers. They are required to leave comments on a sticky note including a quality compliment that references something specific from the writing and a useful recommendation. Because different people read at different rates, they are to wait at the front of the room until a piece they have not yet read becomes available. This whole process is quiet and can be anonymous if you choose. It gets students moving around the room, reading the work of their peers uninterrupted, and even reading multiple comments by various writers for a variety of other writers. I tell them to use the larger, lined sticky note pads such as the bright 3x5 style. This gives them room to write several sentences without feeling like they need to write paragraphs. I've received overwhelming positive feedback for this process. They love coming back to their desks and finding all the different boxes attached to their compositions. They say it's kind of like opening up your Facebook account and finding a bunch of new posts on your wall. I love it too because while they critique, I'm able to grade their binders or the quiz they just took or put the notes for the second half of class up on the board. Everybody wins.

Posted By: John Galt
On: 9/4/2006 3:11:36 PM

I would like for people to post their format for running a critique.

Please include the kinds of questions you use to elicit positive, constructive feedback.

Thank you.

Posted By: Debra Thomas
On: 9/4/2006 5:57:42 PM

The questions I ask are closely related to the concepts I've taught prior to the critique. For example, when we critique photos we look at composition, focus, lighting, gotchas. We also talk about working the image and discuss how else that shot could be done. But during "share and show" at the end of the six weeks, the photographer is the primary speaker. Other students' comments are not elicited, however, they are free to comment. Generally these comments are positive and encouraging. They always find something they like about the image.

Posted By: Lee Sappingfield
On: 9/6/2006 11:05:02 AM

I like to break it into objective/subjective discussions. First I have them write a description of what they see. No using the words "I like, I feel, or I think" Usually at least 4-5 bullets or 3 sentences.

Then they need to list two likes and two dislikes. Make sure they are more descriptive than "that's COOL!"

Once this is done, we conduct a verbal presentation. I like the kids to say the 2-3 positive comments and I provide two negatives and finish with a positive. As the class matures they can provide constructive criticism.

Posted By: Barbara Nikoomanesh
On: 9/6/2006 12:05:19 PM

I usually give the students a reflection sheet to fill out, with questions that relate to the criteria that I set and presented at the beginning of the lesson. I also ask what the student would have done differently if they were to do the assignment again. I hold a verbal class critique at the end, having students refer to their reflections when discussing their work.

Posted By: Cassandra Kapsos-Scouten
On: 9/13/2006 5:46:54 PM

I have not done this yet, but at my school they have reflection cards. Students reflect on their own work before, the group critique. That way they have something prepared to present in front of the group. They have to describe, analyze, interpret, reflect their finished work.

Posted By: John Galt
On: 9/16/2006 4:50:04 PM

These are great ideas. I wonder if it might be possible for people to post the worksheets/handouts on this discussion group.

Posted By: Monique Fineman
On: 9/25/2006 4:43:37 PM

I tried a critique with one of my classes in written form. (They worked on their own and wrote their responses.) I did not guide very much this first time through in hope of getting some fresh insight and the writing was not very good. Content was bland.

I think Lee's technique for critique will suit my students well and I will try this way the next tie we are ready for reflection. Thanks for sharing.

Posted By: Franc Leo
On: 10/14/2006 7:52:48 AM

When starting a critique session the students are aware that their work will be viewed according to the wayt they present it. They should have their work speak for them, and on occasions should the student explain when required by the teacher. The design process is presented in a unique manner through different authors, but the initial instruction is the same for everyone. The end product may be different, but the starting line is the same for all.

Posted By: Aruna Arjunan
On: 10/15/2006 2:52:22 PM

I think that it is also easier to run a critique with older students, who are used to having their work analyzed by someone else. With younger learners, I would first start by giving them a lesson on constructive criticism first. I find alot of my ninth graders are unsure of what it really means, or how to give it. After that, you can build their skills up to a point where they don't need help with creating constructive criticism, or analyzing their own or someone else's work. Just my experience of course. Someone else's may have been very different naturally.

Posted By: William Berry
On: 10/16/2006 9:14:26 PM

These conversations are great.

Posted By: Tonya Adison
On: 5/9/2007 2:12:58 PM

I really like the gallery walk. I alternate between telling students beforehand and waiting until the last minute. I like to reinforce the idea that you should always do good work, not only when others will view it. Make it excellent for yourself. I perform this in with my math and technology students. Questions I ask include the following: Would you have tackled the problem in a similar way? What other information would you include? What would you omit and why? Do you agree with the answer/information? Did the student complete the task that was asked? I give students a different color post-it for each question. They observe the work of their peers and place the post-its accordingly. They can use a maximum of 2 per student. Comments are constructive based on the agreement of the class. I collect and discuss the findings with the class.

Posted By: Marianne Aalbue
On: 5/9/2007 8:38:25 PM

I use both reflection sheets and gallery walks. My reflection sheets begin by asking the students to describe their work. Students have a difficult time doing this at first. I tell them to pretend they are describing their work to a friend they are talking to on the phone. I model this procedure and provide a very detailed description. Next, they work in partners, verbally describing their work to each other "on the phone." After they complete their reflection sheets they know how to talk about the art created by the other students in the class. Then it is time for the gallery walk. I too use Post-its. Each student gets three and must come up with 1 positive comment for three different pieces of work. Each piece is only allowed three comments. Students must identify what they like and why. The gallery walk is always exciting. The Post-its are eventually transferred to the students' art notebooks. I contribute the constructive criticism.

Posted By: Cassandra Kapsos-Scouten
On: 5/10/2007 5:19:39 PM

I have had much success with the reflection cards. Students have to choose another students work and write about it and them they have to read what they wrote in front of the class. It open the students up more and they don't get so stress reading as they do just talking. I think that I am going to start a notebook journal with my Photography class to get them to start thinking about independent prodjects. I also hang up everyone work on the large corkboard in the classroom. It shows off other classes work and it helps others brainstorm.

Posted By: Stephanie Mulvihill
On: 6/19/2007 10:17:09 PM

I think that success in a critique depends on the environment you create with each class. I teach highschool, were students are very self-conscious of thier work. The teacher needs to set some ground rules on how to give respectful, constructive criticism so everyone feels safe. I also give students a chance to write their reflections first, so they have something to say when we get to the discussion.

Posted By: Catherine Perry
On: 6/21/2007 12:08:27 PM

I find I have to really build up to the skill of critiquing. I start by having gallery walks, not having to do any writing but I am looking for accountable talk. I pair up students and after our gallery walk, a student has to tell us something their partner said about the art. We practice making constructive statements, and then work on eliminating the 'dead words' from our critiques. I also work with rubrics, which already equips the type of vocabulary students can use for commentary. Our ELA teaacher works usng peer review very often; so I borrowed her terminology for having students encounter and respond to their peer's work. They simply use prompts for making statements: "I saw", "I noticed", "I wonder", "I feel/think"...etc. It makes them at ease to see a familiar methodology, and really does make the process clearer. I do a lot of modeling for critiques in order to build up thier skills. Since I'll be having these students from 6th grade up to 12th grade, I'm really hoping to scaffold the lessons so that the students become sharp critical thinkers and are able to appropriately speak on their visual stimuli. What I ultimately hope for is to have the type of critique I engaged in regularly while I was in college. Those were some of the most helpful sessions in helping me resolve a phase in the artwork I was making.

Posted By: kathy murphy
On: 6/21/2007 2:48:22 PM

For the younger student I would consider it a critique when we watched the video of them talking about their designs and afterwards we discussed what they thought about the presentations and the quality of the designs. I try to encourage everyone to say something and we talk about constructive criticism before we begin. Usually they prefer to talk about what excited them the most.

Posted By: Alberto Romero
On: 7/8/2007 11:06:50 PM

I use a simple, yet effective format in my class, it's called TAG. Tell something you liked about the presentation. Ask a question about the presentation from the creator. Give advice for improvement. This format has been successful, especially when the students begin talking with each other, and not to the teacher. I recently found out that this technique, although I had failed to share it with other staff members, filtered into other classes via the students. They had gotten used to it in English class and started using it in social studies class during class discussion or during assignment and project feedback.

Posted By: susanne donahoe
On: 10/8/2008 12:58:20 PM

I particularly like the idea of "tag". When I was teaching the higher grade levels of an entire EBD population, we did a similar project. Each student was given a part of the classroom to design a station of their own ideas. They would post information with related to them individually - accomplishments; family members, etc. They were proud of the ability to actually be a part of their predominately self-contained classroom. susanne

Posted By: Nick Britton
On: 10/31/2010 9:55:53 PM

Sticky notes work really well for critiquing. I teach a creative writing class and have students move around the room quietly with their sticky note pads, reading the work of four other writers. They are required to leave comments on a sticky note including a quality compliment that references something specific from the writing and a useful recommendation. Because different people read at different rates, they are to wait at the front of the room until a piece they have not yet read becomes available. This whole process is quiet and can be anonymous if you choose. It gets students moving around the room, reading the work of their peers uninterrupted, and even reading multiple comments by various writers for a variety of other writers. I tell them to use the larger, lined sticky note pads such as the bright 3x5 style. This gives them room to write several sentences without feeling like they need to write paragraphs. I've received overwhelming positive feedback for this process. They love coming back to their desks and finding all the different boxes attached to their compositions. They say it's kind of like opening up your Facebook account and finding a bunch of new posts on your wall. I love it too because while they critique, I'm able to grade their binders or the quiz they just took or put the notes for the second half of class up on the board. Everybody wins.

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