I Noticed & I Wondered
Lesson Objective: Critique each other's work
All Grades / All Subjects / Engagement

Thought starters

  1. How does giving students sentence frames affect the feedback they give?
  2. What kinds of feedback do you see students giving each other?
  3. How do students respond to their peers' critiques?
43 Comments
Wow! Wow! This activity was great. It was student lead and teacher guided. It provided a perfect environment for collaborating, comprehension, and learning. It was perfect.
Recommended (0)
I absolutely love this activity!!!
Recommended (0)
I WILL borrow this for my class...great engaging by students and guidance by the teacher to keep everyone on task.
Recommended (0)
I love this idea what a great strategy can even be used with younger children
Recommended (0)
I loved this the students were all engaged. They all knew exactly what to look for in order to write an effective critique. The critiques were not personalized but they were streamline to what was missing from their assignments. I also loved the idea of the use of sticky notes to record the students thoughts and you gave them sentence frames to guide their explanations.
Recommended (0)

Transcripts

  • I Noticed & I Wondered Transcript

    Speaker 1-so: We're not criticizing, we're critiquing.

    Speaker 2br: We're going to frame our critiques with 'I

    I Noticed & I Wondered Transcript

    Speaker 1-so: We're not criticizing, we're critiquing.

    Speaker 2br: We're going to frame our critiques with 'I noticed' and 'I wondered.'

    Student: Their point of view was that they had to [apply for jobs 00:00:20].

    Speaker 1-so: Critiquing gives children the opportunity to learn from their peers. I use a frame by the stems, "I noticed" and "I wondered". Students walk around and as they critique each other's work they say, "I noticed that you did this" or they could say, "I wondered why you didn't use this?"

    Speaker 2br: After everybody had the opportunity to post up their work, students walked around and they critiqued them, by putting a sticky note on them.

    Student: I noticed that in the implications where you used the word "might", which shouldn't be used because it's the outcome and ... What do you mean "might"?

    Speaker 1-so: Now stand by your graphic organizer. Look at the critiques of your peers, and if you see fit, you can make changes to make it better.

    Student: I wonder who wrote that [situation 00:01:19].

    Speaker 5: Huh?

    Speaker 2br: Sometimes they can be a little tough.

    Student: I noticed that you used [inaudible 00:01:28] sentences.

    Speaker 1-so: Sometimes, you know, they let them down gently. But it's coming from their peers.

    Student 2: Looking at the critiques, would you change some things?

    Student: I would change the assumptions and the implications.

    Speaker 2br: I want them to get to the point where they're used to doing it. Because what's going to happen eventually, especially when we go back over "Okay, so how you do feel about that?", they'll hear what another group says, and so they'll correct themselves.

    Student: I agree because we wasn't that specific with who they were. We changing "they" to the migrants.

    Speaker 2br: Once they came back to the desk, I wanted to know how they felt about the critiques.
    I noticed that you did not include the boll weevil eating the crops. Do you think that that should be something that ... Why not?

    Student: The [inaudible 00:02:13] included to tell why the crops were dying.

    Student 2: The boll weevil was attacking the [crosstalk 00:02:20] and that's not really equally important.

    Speaker 2br: Okay. Go on. Okay, come on. Let's hear your conversation. Let's hear why you agree with what the critique says.

    Student: Because in the boll weevil was talking about how they destroyed their crops.

    Speaker 2br: So it all goes back to teaching children how to agree and disagree, and to do it respectfully.

    Student: Well now we understand the situation more and who was really involved.

    Speaker 2br: There were a few "aha" moments. "Oh, we could've done this differently." That's the beauty of it. That they could've done more, and I didn't have to tell them that. That their peers told them that.

    Speaker 1-so: All right, give yourselves a pat on the back for doing an awesome job today.

School Details

Winridge Elementary School
3500 Ridgeway Road
Memphis TN 38115
Population: 528

Data Provided By:

greatschools

Teachers

Sherwanda Chism

Newest

TCH Special

Grades 6-12, All Subjects, Civic Engagement

TCH Special

Grades 6-12, All Subjects, Civic Engagement

TCH Special

Grades 6-12, All Subjects, Civic Engagement

Teaching Practice

All Grades / All Subjects / Collaboration