9th Grade — Redesign Challenge: Applying Peer Feedback

⏰ Do Now — Start Here

Flip through your Unit 3 pieces. Which one do you think could still be improved, and why?

🎯 Today's Big Question

How does peer feedback make our design work stronger, and how is that exactly what happens in a real client relationship?

📈 By the End of Today, You Will Be Able To

Give specific, vocabulary-rich feedback on a classmate's Unit 3 piece, using the "I notice / I wonder" protocol.
Identify one piece of their own work to revise based on feedback received.
Redesign that piece, applying at least 2 specific changes.
Explain how this whole cycle -- share a draft, get specific feedback, revise -- is the same cycle a professional designer runs with a real client.

🧰 What You'll Need

Portfolio work from Unit 3
Sticky notes
Pencils, colored pencils

📋 Your Plan for Today

Day 1: Giving Feedback

Do Now (5 min, above).
Mini-lesson (10 min): recap the "I notice / I wonder" protocol from earlier in Unit 3 -- what makes feedback useful vs. not useful (specific, kind, actionable).
Guided practice (10 min): as a class, practice giving feedback on a sample piece.
Independent peer critique (15 min): critique 2 classmates' pieces using sticky notes, the protocol, and design vocabulary.
Share (5 min).

Day 2: Redesign

Do Now (5 min): read your feedback and pick 2 specific changes to make.
Mini-lesson (5 min): this is exactly the cycle a designer runs with a real client -- share a draft, get specific feedback, revise, and repeat, sometimes several times, before a project is "done." A first version getting changed isn't a failure; it's the job working correctly.
Independent redesign (25 min): redesign your piece, applying at least 2 specific changes from feedback.
Share (5 min).

🖨️ Print Your Handout

Word, picture, and definition for today's vocabulary, plus a place to write and draw. Available in English, Spanish, French, Arabic, and Chinese.

Day 1: EN · ES · FR · AR · ZH
Day 2: EN · ES · FR · AR · ZH

🖥️ Today's Slide Deck

Short, on-the-board pacing slides — project these to follow along. (The full details are in the handout above, not here.)

Day 1

⬇️ Open / download this slide PDF

Day 2

⬇️ Open / download this slide PDF

📚 Key Words

Critique: Structured, specific feedback on a piece of work, focused on what's working and what could improve.
Revision: Making a deliberate change to a piece of work based on feedback or a new idea.
Feedback Cycle: The repeating loop of sharing a draft, receiving specific feedback, and revising -- the same loop a designer runs with a client, just with classmates standing in for now.

✅ What Your Finished Work Should Include

Redesigned piece + feedback notes scored with a rubric: at least 2 specific, feedback-driven changes are visible.

Exit Ticket: What's one thing you changed based on feedback, and why? How is that similar to what might happen with a real client?

📊 Before You Leave

Quick, anonymous class check-in -- takes less than a minute.

Class Check-In

📤 How You Submit This — For Credit

Your physical projects don't stay in the classroom past the day you finish them -- you're responsible for your own completed work, the same way you'd be responsible for it in any job. The one exception is your class notebook: it has its own designated spot in the room (ask your teacher exactly where), and most students leave it there day to day -- but it's yours, so if you'd rather keep it with you or bring it home to study from, that's your call. Either way, always know where your own notebook actually is. Before a finished physical piece leaves your hands for good: ask your teacher for one of the classroom cameras, photograph your finished (or in-progress) work, then plug that camera's SD card into a classroom computer and upload the photo into your portfolio folder. That uploaded photo, with a short caption, IS your submission for credit -- the photo is what gets kept and graded, not the physical piece.

📁 Portfolio Update — Once a Week

Once a week (e.g. every Friday, or your class's last meeting of the week), photograph or save your best finished or in-progress piece from that week into your portfolio folder (a physical folder for now, or a Google Drive folder once one is set up) with a 1-2 sentence caption: what it is, and one skill it shows. In Grade 10 this becomes your Google Sites portfolio -- keep adding to it weekly from here on so you're not trying to reconstruct a whole semester of work at the end.

✍️ Example description for your Google Sites portfolio (fill in YOUR blanks -- don't just copy this):

For this piece, I made ______________ (name what you made) for “Redesign Challenge: Applying Peer Feedback.” This project asked: “How does peer feedback make our design work stronger, and how is that exactly what happens in a real client relationship?” I used Critique by ______________ (explain how you used it in THIS piece). The hardest part was ______________, and I solved it by ______________. I'm proud of ______________ because ______________.

🎓 ACP Exam Prep

This lesson connects to the Photoshop Adobe Certified Professional exam: Domain 1: Working in the Design Industry

🔗 Want to Learn More?

No extra links for this lesson.

🚀 The Extra Mile

Cross-Class Connection: The same revision-after-feedback process English class uses for a second essay draft.

Career Connection: Revision cycles are the entire day-to-day of every client-facing career here, especially Web Design.

Go further -- turn this into a portfolio piece:

Take a piece from earlier this semester and do a full public "before/after" redesign post explaining every change and why. Start here: screenshot your original piece and list three specific things you'd change before you open the file.
Ask a teacher in another subject for one piece of real feedback on a handout of theirs, then redesign it based only on that note. Start here: get the one piece of feedback in writing from the teacher before you change a single pixel.