The Current Logo

Aaaaaand, here it is! A remixable process for looking at digital work, multimodal compositions, and other student work (with thanks to Prospect Center’s Descriptive Review of Work)

Written by Christina Puntel
July 28, 2013

I.Getting started

  • Facilitator starts introductions– name, role, organization

  • Facilitator explains process

    • Introduce facilitator, teacher, notetaker

    • Focus on description

    • Option to pass

    • Optional use of double entry journal (in folders, Google Docs, etc.)

  • Teacher presents work only given grade level and subject matter.

  • Participants observe or read the work in silence, using their double entry journal to keep notes.

  • Facilitator allows enough time to pass for all to observe, read, listen to, play, interact with the make, etc.

  • Facilitator asks for clarifying questions (Please be strict here and do not allow for content questions at this point.)

II.Describing the work – what do you see/notice?

  • Facilitator starts by group around the group asking the participants, “What do you see/notice?”

  • Participants provide answers without making judgments about the quality of the work or their personal preferences.  This round continues until the facilitator feels the group is ready to move on.  

  • Note: If a judgment emerges, the facilitator might ask the group member to stay close to the text/composition, rather than making a judgement.  

III.Describing what is successful – what is working in this piece/in this composition?

  • Facilitator asks the group, “What is working in this piece/in this composition?”

  • Participants, based on their observations, will share what they think works in the composition they just observed and described.  Again this round continues until the facilitator feels the group is ready to move on.

IV.What questions are raised – What does it make you wonder/what questions does it raise?

  • Facilitator asks the group, “What questions does this work raise for you? What does it make you wonder?”

  • Participants state any questions or wondering that are raised for them or for the field at large.  Just as in the other rounds, this continues until the group is ready to move on.

  • Note: Teacher may choose to make notes about these questions, but s/he does not respond to them now (nor is s/he obligated to respond to them in Step V either.)

V.Hearing from the presenting teacher

  • Facilitator invites the presenting teacher to speak.

  • Teacher provides his or her perspective on the work, describing what s/he sees in it, responding (if s/he chooses) to one or more of the questions raised, and adding any other information that s/he feels is important to share with the group.

  • Teacher also comments on anything surprising or unexpected that s/he heard during the describing, questioning and speculating phases.

VI.Personal writing

  • Facilitator prompts everyone to write to “What stands out for you from this conversation?”


  • Facilitator thanks the presenting teacher.

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