They learn how to work with others, solve problems, present their ideas clearly to an audience, and learn from their mistakes. In other words, we want to acknowledge not only what they learned, but how they came to learn it so that they can use these processes in the future.
- What is the problem to solve or the product to create?
- What kinds of subject area content need to be included or addressed in the project?
- What expectations do you have for the final product's presentation, publishing, or performance?
- What kinds of collaborative behaviors must be demonstrated by students throughout the process?
Public critiques (such as comments on blog posts) and class discussion help provide wider perspective and may even carry more meaning for the student than teacher feedback. Consider having a content-area professional or college professor provide critiques for added credibility.
- I like that. . .
- I wonder if. . .
- Best next steps might be. . .
A negative comment about a problem or flaw is presented between positive comments about something done well.
"I Like That. . ."
Require feedback that includes answers to all of these statements:
This critique also addresses the good (rose) and the bad (thorn), but also the potential (bud) for what may be a good idea but needs work.