“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

• Depending on the model, it may make sense for students to do this individually (for example if they’re reading something) or as a group (for example if they’re watching a film or examining an artwork).

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: 

• What makes this sample stand out as high quality?
• What specific principles or standards can we take from this for our class?
• What do I see here that I definitely want to include in the one that I make?
• What (if anything) do I see here that I want to do differently in the one that I make?
• What will I need to learn how to do in order to make something this good?

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:

• What about this model is compelling or beautiful?
• Would professionals look to this work as a good example?
• What makes this example stand the test of time?
• What design elements are important in this format and genre?
• What is an important part of this piece that really contributes to this model’s overall success? (i.e., in a documentary, is it the interviews? The b-roll? In an engineering project, what specific components stand out and why?)

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.

• As much as possible, use the language that students use themselves in their critique in creating the criteria list to help them own the list as their creation.
• This may include some “scaling down” from the model. For example, if a model research study includes fifteen interviews, the class might decide that a good standard for their work will be to include four interviews.

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.

• If you have access to a “plotter printer” at your school, print this out and stick it on the wall! Or, just write it on an anchor chart, whiteboard, or chalkboard, so you can refer to it, or update and revise it, as the project progresses.