The following is a summary of a model for group discussions about student work. I have found it to be an effective way to share ideas about teaching and learning and to grow professionally. This model may be applied to subjects other than student work. However, examining student work for evidence of learning is the context through which this model was developed (1996-1999 Claremont Graduate University Toyota Educational Foundation Research Project). This reflective practice model is based on a learning cycle defined by four phases: exhibition, critique, reflection, and revision. Note how one phase leads into another and how the cycle repeats itself for deeper understanding.

Exhibition

• The exhibitor brings in something as "evidence" to share with the group and presents the context of the evidence. For example, explain the assignment, describe work done to prepare for it, and relay any other important information for the evidence to be understood.
• The exhibitor prompts the group with a few questions to guide the discussion. What is the group trying to learn from this evidence? What are its strengths and weaknesses? Does it really act as "evidence" that can be used to support the idea that students have actually learned what we want them to learn?

Critique

• The group discusses the evidence through the context of the exhibitor's guiding questions.
• Keep the discussion focused on the purpose of the group's meeting.
• Avoid discussion about classroom management, project grading, etc.
• The group may want to select a facilitator to keep the conversation productive.
• Do not be afraid to offer serious, tough critique. The idea is to illicit understanding and provoke ideas about teaching and learning. Doing this well can take time as group members need to develop trust in one another and to not take comments as personal criticism.
• The exhibitor should participate in the critique and offer his or her own thoughts about how they feel the evidence supports their ideas. The exhibitor should also be collecting ideas to prepare for summary during the reflection.

Reflection

• As the group discussion closes, the exhibitor prepares his or her thoughts to share with the group.
• The exhibitor summarizes the critique in his or her own words and looks for confirmation from the group that this interpretation is fair and accurate.
• The exhibitor concludes with comments on what he or she has learned from the exchange and describes what he or she plans to do to improve the context that produced the evidence.

Revision

• As part of the reflection and conclusion to the discussion, the exhibitor shares his or her action plan to improve the evidence or to make changes to help students learn more.
• These ideas should be tried and brought back to the group for a new exhibition at a later date.

Return to Teaching and Learning

Abby Brown - Torrey Pines High School - February 2001