Critique for Elementary Classrooms

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Trevor Mattea | August 9, 2016trevormattea.com

@tsmattea

Tentative Agenda and Learning Targets

Tentative Agenda

● Introductions and Framing (15 min.)● Austin’s Butterfly and Alexis’ Apple (10 min.)● Rules and Sentence Frames (5 min.)● Critiquing Apples (20 min.)● Steps and Additional Sentence Frames (5 min.)● Takeaways, Final Questions, and Raffle (5 min.)

Learning Targets

● I can identify rationale, rules, and sentence frames for implementing critique.

● I can apply critique rules and sentence frames to improve my own work.● I can apply critique rules and sentence frames to improve my partners’

work.● I can support my partners in applying critique rules and sentence frames.

Critique for Elementary Classrooms● View Slides: goo.gl/j3tRTR● Watch Video: goo.gl/b0u9tq● Connect with Workshop Participants: goo.gl/5B1vjM ⬅ To Enter the Workshop Raffle● Take Pre-Workshop Survey: goo.gl/aFk0Uy● Give Feedback: goo.gl/1EQDYZ● Access Materials from Other Workshops: goo.gl/amgbB6

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Defining CritiqueBeing the only teacher in the classroom, there is no way I can find the time to edit every line of writing in every draft and critique every idea. I need to build a class full of editors, architects, scientists, writers, and mathematicians who don’t hesitate to continually critique each other’s work.

-- Ron Berger, An Ethic of Excellence (2003)

● Critique is a process for providing feedback that people can use to improve their work.

● In order for feedback to be effective and useful:○ People must be able to use the feedback○ People must be willing to use the feedback

Defining Critique

Introduction to Critique

Austin’s Butterfly

The following is a series of illustrations drawn by Austin, a first grader at Anser Charter School in Boise, Idaho. The final product was to be included in a boxed set of illustrated cards of state wildlife that would be sold in the community.

Austin’s Butterfly

Austin’s Butterfly

Austin’s Butterfly

Austin’s Butterfly

Austin’s Butterfly

Austin’s Butterfly

Austin’s Butterfly

Austin’s Butterfly

The following is a series of illustrations drawn by Alexis, a third grader at Stevenson PACT Elementary School in Mountain View, California. This was her first time using critique.

Alexis’ Apple

Alexis’ Apple

Alexis’ Apple

Alexis’ Apple

Alexis’ Apple

Alexis’ Apple

Alexis’ Apple

Berger's Rules for Effective Critique● Be kind

○ No hurtful comments○ Never use “but,” “do/don’t,” or “should/shouldn’t”○ Use “I” statements or questions○ Balance praise with constructive criticism or provide more praise

● Be specific○ No comments general comments, such as “It’s good.” or “I like it.”

● Be helpful○ No comments that cannot be used to improve the work or were

already made by another student○ Focus on the aspects of the work that the maker wants to improve○ Alternatively, identify the one thing you think will make the biggest

change -- try not to focus on the details when something essential is missing (e.g. length of a stem vs. presence of a shadow)

Berger's Steps for Effective Critique

● The teacher always models the critique protocol -- no matter how many times students have used it -- before asking students to give new peer critique

● The teacher aims to give public critique on works that have unique strengths and/or common areas for growth

● Write down critique to keep track of all the new ideas and apply it to future drafts

Example Success Criteria

❏ Add a shadow❏ Make sure the light is on the top❏ Leaf with veins

Example Sentence Frames

● Introducing Work○ One goal I had was adding lots of specks.

● Giving Praise○ I like how you added a shadow.

● Giving Constructive Criticism○ Have you considered moving the leaf to the left

side?

● Drawing this apple or a photograph of another iconic object on the whiteboard and asking students to critique it is an excellent way for them to practice giving kind, specific, helpful critique in a safe environment that allows them to see immediate results.

● Let’s try that now!

Critiquing Apples

Example Success Criteria

❏ Add lots of specks❏ Make sure the leaf is on the left❏ Long light reflection

● Introducing Work○ One difficulty I had was shading the shadow.

● Giving Praise○ One thing I learned from your work is drawing the

outline of the light reflection. Next time, I can draw it, instead of shading the apple and erasing to show the light reflection.

● Giving Constructive Criticism○ Something that worked for me was adding veins to

the left.

More Example Sentence Frames

Other Scaffolds

● White Space Challenge● Share language with parents● Share language with teachers● Model language when giving feedback● Practice critique everyday● Move from the concrete to abstract content

(e.g. art to writing to reading to math)● Add visual reminders to your classroom

Takeaways and Final Questions● How do you now intend to use critique in your own practice?● What questions do you still have?

● Whenever you are ready, please complete the anonymous Google Form to give me feedback (goo.gl/1EQDYZ).

Recommended Reading● Berger, Ron. A Culture of Quality: A Reflection on

Practice. Providence: Annenberg Institute. 2011. Print.● Berger, Ron. An Ethic of Excellence: Building a Culture of

Craftmanship with Students. Portsmouth: Heinemann. 2003. Print.

● Hallerman, Sara, John Larmer, and John R. Mergendoller. PBL in the Elementary Grades. Novato: Buck Institute for Education. 2011. Print.

● Patton, Alex. Work That Matters: The Teacher's Guide to Project-Based Learning. London: Paul Hamlyn Foundation. 2012. Online. 23 May 2013.