Part 1: Marisol Franco (9th/10th Grade Spanish) explains the instructions for a Gallery Critique. 0000001454 00000 n After teachers present action plans, the warm/cool feedback protocol is used to create organized discourse. Angie Guerrero (11th Grade Humanities) prepares her students for critique by eliciting definitions and examples of warm and cool feedback. Part 2: Marisol Franco (9th/10th Grade Spanish) models sentence starters for a Gallery Critique. At the end, students debrief the process. trailer Tara Giannini (10th Grade Art): A completed feedback form from a gallery critique, Critique form Jenny Morris (11th Grade Biology) and John Bosselman (11th Grade Humanities): Tuning protocol for initial drafts of a project proposal, © High Tech High 2000-2020. If the discussion is overly laudatory or overly critical, participants (or the facilitator, if there is one) should point this out and help the group adjust the comments accordingly. Britt Shirk (9th Grade Humanities) teaches her students to use the critique process as a way of refining their sketches. Marisol Franco (9th/10th Grade Spanish): Feedback form for a gallery critique, Completed Gallery Critique Form • Invite quiet members to comment. Pause for reflections: (time to think about warm and cool feedback responses) 6. Duration: 04:38 Be very 56 23 Critique is a key structure used at HTH to help students create beautiful work. Philbeck 2010 5. Duration: 02:07 Angie Guerrero (11th Grade Humanities) facilitates small group and whole class discussions that lead to the creation of a rubric for the students’ storyboards. 0000002217 00000 n Duration: 04:14 Ask students to volunteer their ideas about what makes effective feedback. Yet cool feedback is arguably the "lifeblood of looking at teacher and student work" (Venables, 2011, p. 46) and the driving impetus behind improvement. Some HTH teachers also use critique as a way of helping students articulate standards of quality for their work. Britt Shirk (9th Grade Humanities): Instructions for a Class Critique Session, Ron Berger Butterfly Slides 0000002769 00000 n As part of the Formative Assessment in Action spotlight, the Center on Standards and Assessment Implementation developed this viewing protocol. • Encourage divergent points of view. 0000000016 00000 n about and . Reflection: Presenter speaks to comments/questions he/she chooses while participants are silent. getting one idea, before moving to the next person. Give one, Get One. 0000001583 00000 n 0000001374 00000 n <<53a68b56ece04f49a9ae07bfd8561486>]>> 0000004553 00000 n Duration: 04:29 Center on Standards and Assessment Implementation. Warm Feedback Cool Feedback 7. Duration: 03:09 %PDF-1.5 %���� Duration: 04:01 0000005323 00000 n At the end of the video, students debrief the gallery critique process. Tuning Protocol – Warm and Cool Feedback. Students conduct critiques on drafts of writing, early iterations of science projects, preliminary sketches, project proposals, and more. 0000004721 00000 n 0000003623 00000 n Duration: 04:04 Part 3 of a Gallery Critique: Marisol Franco’s 9th/10th Grade Spanish students conduct a Gallery Critique. Explain to students that these sentence starters help people give effective feedback. Warm/Cool Feedback: (Group shares feedback—presenter is silent.) `ֵߘ Duration: 04:28 Tom Fehrenbacher (11th Grade Humanities) uses positive, helpful, and specific critique as a way of helping students develop standards of quality for their final products. ��D>U���������r�c��Jєg�v�C��]*n�)?�� �� u�pO�pe8��o�7fs6�Gc��������8�xrE����K�hZM���岡8�¶��� ��BN����q�TX˪ >�� Q.�� � • Pose provocative questions. Inspired by Ron Berger’s book, An Ethic of Excellence: Building a Culture of Craftsmanship with Students, many teachers at HTH encourage students to give each other specific, helpful, and kind feedback as they refine their work. All rights reserved. Together, the class uses critique to generate a common rubric for their final products. Angie Guerrero (11th Grade Humanities) prepares her students for critique by eliciting definitions and examples of warm and cool feedback. Lesson Observation Scaffold. Part 1: Jenny Morris (11th Grade Biology) explains the tuning protocol students will use to give and receive feedback on their project proposals. Teachers are more likely to offer such feedback when they are engaged in a protocol that contains a segment specifically calling for it. 0000002735 00000 n The observer picks 2 –3 areas of strength and shares those strengths with the teacher—this is warm feedback. Angie Guerrero (11th Grade Humanities): Critique sheet for offering kind, specific, and helpful feedback, Powerpoint with Critique Instructions You may want to suggest that students refer to the Podium Points handout for ideas. • Follow the protocol. As part of the Formative Assessment in Action spotlight, the Center on Standards and Assessment Implementation developed this viewing protocol. Mark Aguirre’s 9th Grade Humanities students do a Gallery Critique to give several rounds of feedback on another class period’s art history essays. Feedback Protocol: Give it with Care, Get Permission, Be Specific ... “Please frame all of your cool feedback in the form of questions.” 2. All rights reserved. This is meant to be used alongside the “Document-Based Questions: Warm and Cool Feedback” video, with questions about reflections on the video’s content. 0 0000008899 00000 n Many presenters may be used to blanket praise. 56 0 obj <> endobj endstream endobj 57 0 obj<. 59 0 obj<>stream | Privacy & Terms, Parent and Student Resources, Meal Services, and Distance Learning Information, Draft Learning Continuity and Attendance Plan. • Refrain from storytelling. 0000001238 00000 n 0000003547 00000 n Tara Giannini (10th Grade Art) models the specific, descriptive language she wants her students to use during a critique session. %%EOF xref • Maintain respect for the presenter and the process. This site and its contents copyright © WestEd 2020. Britt Shirk (9th Grade Humanities): A critique form with model sentence starters for offering warm and cool feedback, Gallery Critique Form 0000007992 00000 n Privacy Policy | Disclaimer | Visit WestEd.org. 0000002832 00000 n Ted Cuevas’s 9th Grade Physics/Math students use a gallery critique to give each other feedback on their light box creations. Part 2: Students of Jenny Morris (11th Grade Biology) and John Bosselman (11th Grade Humanities) use a tuning protocol to give each other feedback on their project proposals. 0000003154 00000 n 0000004778 00000 n Capture this on the board. ��ea��ox'�vWM����%�H�h{����������7����t�ZPDzrA�U��W�{�ٳ��:���}n1�뜣\���*� ��ӹ�!�� �szR$�v�����"x������t�j�͙rr`�Zک�l�����z/��SQ،��tsx��౟we��� ��I�"FP�`D��=D&n�ئj$21��)��eP‘�3�I�+����k�~�G@�`F�%�k�S��M�1�d��� Anatomy of a Typical Protocol Tuning Protocol Instructions Duration: 04:29 Duration: 04:11 Duration: 04:43 Sample Critique Form Participants move to as many people in the room as possible, sharing one of their ideas. Duration: 02:47 Roles in a Critical Friends Group • Advocates for the presenter. 0000012411 00000 n Marisol Franco (9th/10th Grade Spanish): A completed feedback form from a gallery critique, Completed Critique Form Norms and step-by-step instructions for a project tuning session, Proposal tuning protocol Duration: 05:11 0000005113 00000 n 0000001734 00000 n Use the observation tool as a guideline, but don’t be confined to it. • Provide warm and cool feedback. 0000003697 00000 n startxref This is meant to be used alongside the “Document-Based Questions: Warm and Cool Feedback” video, with … Participants should both praise and criticize, offering a mix of "warm" and "cool" feedback (Allen & McDonald, 1993). Feedback Protocol. Slides showing the refinement of a drawing through critique, Project Tuning Protocol 0000000756 00000 n Center for Standards, Assessment, and Accountability, Home About Us News & Events Contact Us Subscribe. Pass out copies of the Warm and Cool Feedback handout.

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