Authors: Unboxed Staff

Tags: article, Critique, PBL

post_content: “We critique and discuss what makes the work powerful: what makes a piece of creative writing compelling and exciting; what makes a scientific or historical research project significant and stirring; what makes a novel mathematical solution so breathtaking.”

-Ron Berger, An Ethic of Excellence

 

What is a “Model Critique” and Why Do It?

A Model Critique is a lesson in which the class analyzes and identifies what is valuable (or just “good”) in a piece of work that exemplifies something that they themselves will make in the course of a project. This gives students a clear vision of what they are aiming for in the project.

In other words, the class is identifying the “elements of quality” in the model as a criteria list, which the teacher can also use to create a rubric if desired.

The purpose of a “model critique” is threefold:

  1. To provide students with an inspiring vision of their goal to hold in their minds, and refer back to, throughout the project.
  2. To identify the “elements of quality” in the model—in other words, to figure out what makes it good (and, by extension, what they will need to do in order to make something like this). Identifying these “elements of quality” in their own words is the first step in the process of turning the model from a seemingly-unattainable goal into something achievable for every student.
  3. To practice the art of critique in a relatively safe environment. This includes both analytical skills (isolating the different elements that go into making the product) and social skills (for example, when critiquing a model, if a student is less than respectful about the work, the teacher has an opportunity to clarify and reinforce norms before students start critiquing each other’s work!).

When should I do a model critique?

Do it right away. Definitely within the first few days of the project. In fact, a “model critique” can be a great way to launch a project! By doing a model critique early in your project timeline, you increase the odds that all students know what they are learning, making, building, and doing, and how to collaborate with others to do so.

How do I choose a model?

The simple answer is that the model should be as close as possible to what you actually want students to make. It might be something made professionally, something that a student made in a previous year, or something that the teacher made.

Model Critique Sample Agenda

1.Students look at the model

2. Students answer specific questions designed to draw attention to specific aspects of the model, in order to identify the specific qualities that make the model “good”

Suggested questions for your first model critique: 

No matter what your students identify, teachers should ask, “Why?” or “What specific part stands out most to you? Show us!”

Suggested follow up questions for later model critiques or in small groups:

Note: Don’t feel the need to use ALL these questions in a single critique session!

3. Use this to create a list of elements of high quality work for that genre and ormat to set the standard for the work the students will create.

4. After the session, the teacher—possibly with student help—distills the list of elements of high quality work in that genre and format into an easy-to-read, one-page checklist.

 

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