🗓️ Before Class: Teacher Prep
- Gather/set out: Portfolio review rubric (shared), Sticky notes or feedback forms.
- Pull up today's slide deck (see 🖥️ Slide Deck below) so it's ready to project.
🧑🏫 Substitute Teacher Guide
A scripted, step-by-step runsheet for today's class -- hand this to anyone covering the room who doesn't know the daily routine.
- Day 1: 📋 Open Substitute Guide
- Day 2: 📋 Open Substitute Guide
🎯 Essential Question
- How do we give and receive the kind of feedback that actually improves a portfolio before it counts?
📈 Learning Objectives
By the end of this lesson (2 Days), students will be able to:
- Give structured, specific feedback on a peer's portfolio using a shared rubric.
- Receive feedback and identify at least 2 concrete revisions to make.
- Practice answering an unscripted follow-up question about a piece of work, as a panel might ask.
📐 Standards Alignment
CDOS (Career Development & Occupational Studies)
- CDOS 1 — Career Development -- students will be able to explain the range of career choices, and identify personal interests, skills, and aptitudes that relate to those choices.
- CDOS 3a — Universal Foundation Skills -- basic literacy, communication, and problem-solving skills required for a career.
- CDOS 3b — Career Majors -- knowledge and skills required for success within a specific career pathway (here, Digital Design).
ACP (Adobe Certified Professional) Photoshop Exam Objectives
- ACP 1.1 — Identify the purpose, audience, and audience needs for preparing images.
- ACP 1.2 — Communicate with colleagues and clients about design plans.
🎓 Study this for the ACP exam: Domain 1: Working in the Design Industry
📚 Key Vocabulary
- Constructive Feedback
- Specific, actionable feedback aimed at improving a piece of work, not just praising or criticizing it.
- Follow-Up Question
- An unscripted question a panel asks to test how well you actually understand your own work.
🧰 Materials & Tools
- Portfolio review rubric (shared)
- Sticky notes or feedback forms
🧠 Do Now (Warm-Up)
What is the difference between "I like it" and useful feedback? Give an example of each about the same imaginary piece.
📋 Main Workshop / Lesson Sequence
This lesson spans 2 Days. Suggested pacing:
| Day | Focus | Plan |
|---|---|---|
| Day 1 | 1 | Structured peer review: in small groups, students review each other's portfolios using the shared rubric and leave specific written feedback. |
| Day 2 | 2 | Mock panel Q&A: in pairs, students take turns presenting one portfolio piece and fielding an unscripted follow-up question from their partner, then revise their portfolio based on all feedback received. |
✅ Assessment & Exit Ticket
Feedback forms + a short written list of at least 2 concrete revisions each student plans to make.
Exit Ticket: Name one specific revision you're making to your portfolio based on feedback you got today.
📊 Pull up the anonymous Class Check-In for students to fill out before they go.
🧩 Differentiation & Accommodations
English Language Learners: model every step live, then check in one-on-one; provide translated materials and vocabulary support as needed. Students with IEPs: apply the accommodations and modifications listed in each student's plan (examples include extended time, graphic organizers, speech-to-text tools, chunked instructions, and visual schedules). Students with attention-related needs: break tasks into short, checklist-driven steps and provide brief movement or focus breaks. Students ready for a challenge: take on a leadership role critiquing peers' work, extend the project with a second iteration, or research how today's skill is used professionally in the field.
🔗 Resources & References
- None beyond this lesson's materials.