1. A305: Week 11
Critique Lesson, Workshop, and Reflections

2. Plan: Three Parts Part I: Critique Lesson (1:10 – 2:10)
Part II: Workshop Projects (2:20 – 3:20)
Part III: Final Reflections (3:20– 4:00)

3. Goals for Today (+ Section)
Understand/analyze:
Understand strengths and weaknesses of proposed plans in light of feedback
Model the giving and receiving of good feedback: kind, specific, and helpful
Reflect
Reflect on the course and what you’ve learned

4. Critique Lesson: Background
Draws on power of models
Way to examine student work in a structured way
Enables analysis – moving from subject to object
Can use to develop a rubric or to examine one
See Berger chapter from syllabus for more details.

5. Critique Lesson Two options: Newark Charter school Deep PLC
Find a group of four people with whom you want to discuss
Can find the projects in the final project materials tab

6. Individual Critique (15 minutes)
Take 15 minutes to read/skim the final product
Write individually:
What were two dimensions of the rubric that this project did particularly well?
What were two dimensions where the project could have used improvement?

7. Collective Critique (15 mins)
Share and discuss; what did you think of this final project, when assessed against the rubric?
Make a two column chart (can use the rubric dimensions or not):
Things that were compelling
Things that were unclear or unconvincing

8. Empathetic Feedback (5 mins)
Good feedback is constructive, specific, and kind
If you were trying to help this person, and they had a week to revise their project, what are the top three things you would tell them? Add to your wall.

9. Share Pair with another group
Did you see similar strengths and weaknesses?
How is your view of the project revised/refined by seeing their critique?

10. Teaching Team Takeaways
Clear definition of the problem
Strong theory of action
Combination of breadth and depth
Granular vision of instruction
Adapted to practical realities and pursuing DL

11. Reflect
How does doing the critique lesson affect your view of using exemplars and models?
Does it seem like it would help set a standard, or constrain creativity?
How has your view changed, if at all, from actually doing the critique lesson?

12. Take a Break
we’ll fill this in once we see the final version of the task.

13. Project Timeline Brain dump memo due September 21st
Initial proposal due October 5th
Empathy/field memo due November 2nd
Prototype day November 18th (draft 1)
Workshop day December 2nd (draft 2)
Presentation day December 9th (draft 3)

14. Design Process

15. Protocol for Feedback Presenting team Audience 10 minutes Share work
Listen (take notes if necessary)
Mostly listen
Give feedback in own voice about what is most compelling and where you are not convinced
Discuss
Discuss potential next steps; ways to make project tighter and better
Designate a timekeeper; then we will do a second round

16. Things to Look for
Problem definition – Is there a demonstrated need for the product or service?
Theory of action – Is there a clear argument for how the product or service will fill that need?
User-centeredness – Put yourself in the shoes of the people who are supposed to be using it. Would it work for you?
Narrative – Is there a story that ties together the problem, the solution, and the context in a way that feels compelling? How could it be made more so?
Today we’re going to focus on the school level. Need to know what it takes to create a DL school, which can inform the rest.
Learning from you and from each other. Combine deep local knowledge from you, with what I am able to see in patterns by looking across.

17. Final Reflections Option 1: Changing beliefs over time
I used to think ________, now I think ________
Option 2: Connecting pedagogy to content
How did how we learned connect to what we learned?
Option 3: A takeaway and a question
My takeaway is _____ . My question is ______.