56. SILENT PEER CRITIQUE (Feedback, Writing)
Description: Quality peer feedback for students can be difficult to achieve for several reasons (not comfortable, apathy, not sure what to say, etc.). In this feedback protocol, all students participate and follow a process that will strengthen their confidence in critiquing or being critiqued.
Application: Use in subjects where design or processes are used.
Process: Assign a design project to students and announce a mid-point check date. Review the Elements of Design Critique (Addendum AAA). At mid-point require students to produce their design via paper or electronically displayed on a laptop. Distribute around the classroom, allowing for plenty of space. Place one Elements paper next to the design and direct students to write brief comments focused on as many elements as possible in the predetermined time. Emphasize that they may add comments to any element, but they may respond to or add on to another’s comments as well. Rotate students to each design for maximum effect. When all designs have been critiqued by all students, give the critique sheet to the designer; allow time for reading, reflection, and possible written rebuttal.
Description: Quality peer feedback for students can be difficult to achieve for several reasons (not comfortable, apathy, not sure what to say, etc.). In this feedback protocol, all students participate and follow a process that will strengthen their confidence in critiquing or being critiqued.
Application: Use in subjects where design or processes are used.
Process: Assign a design project to students and announce a mid-point check date. Review the Elements of Design Critique (Addendum AAA). At mid-point require students to produce their design via paper or electronically displayed on a laptop. Distribute around the classroom, allowing for plenty of space. Place one Elements paper next to the design and direct students to write brief comments focused on as many elements as possible in the predetermined time. Emphasize that they may add comments to any element, but they may respond to or add on to another’s comments as well. Rotate students to each design for maximum effect. When all designs have been critiqued by all students, give the critique sheet to the designer; allow time for reading, reflection, and possible written rebuttal.
Reference, graphic, and/or for more information:
56. Silent Peer Critique
http://www.mohawkconnects.com/feltandwire/2011/04/13/the-4-essentials-of-a-design-critique/
56. Silent Peer Critique
http://www.mohawkconnects.com/feltandwire/2011/04/13/the-4-essentials-of-a-design-critique/