Kind, Helpful, Specific
"Getting feedback better than just reading it yourself because to yourself it sounds right, but to others it doesn’t work." - Andy, 5th Grade
"When you do critiquing, say warm and cool feedback, it’s better if you do warm and freezing cold feedback. You need to know what’s wrong so that you have the best work you can do." - Jessie, 5th Grade
"I think that when you write critique, you should read it so you could check if it’s specific or not." - Juan, 5th Grade
In Tara Della Rocca's 5th grade class, students are working to improve their ability to give helpful peer critique in writing. Mariana explains how the quality of her feedback improved from the first round to the second round of critique.
Looking at Models
Developing language for critique
Use models you have looked at, create sentence frames.
Phrases to avoid:
Ways to make sure feedback is taken: if you don't understand written feedback, follow up. Reflection sheet that shows which piece of feedback you incorporated and why.
Helping students improve their critique
Post work around the room and write feedback on post-it notes.
Point and switch
Students often write with Google Docs, which can also be a helpful tool for critique. When a document is shared with other students, students can highlight specific areas and offer comments.
Students also use blogs to share their work and comment on the work of their peers. Because blogs are a public forum, they are a great place to share warm feedback and ask questions about the work. Constructive criticism can be easier to hear in a private forum before publication.
In the Second Grade Book Club blog, students write their ideas about books, and can get input from their peers and parents. Zoe's post below sparked a small conversation with her blog readers. Comments from readers can inform future posts.
In order to help make sure students offer helpful feedback and understand the feedback they are given, it can be helpful to use a face-to-face feedback protocol.