Self-Assessment Outline Critique (Capstone Guidelines)

Instructional Unit Self-Critique Packet

Peer Critique from Stella:

Stella’s Critique Form

• Clear and measurable learning objectives that align nicely with Bloom’s Taxonomy.
• Strong scaffolding throughout the unit—each event flows naturally from activation to application.
• Creative and inclusive activities like the “Info Card Sort” and “Privacy Poster” promote hands-on and peer learning.
• Formative assessment is thoughtfully integrated and aligns well with the goals of each event.

1. Clarify the Learning Progression in the Hierarchy Slide:
   The content hierarchy could better show how skills and knowledge build over time. For example, progressing from “Identify private information” → “Analyze sharing risks” → “Justify safe choices” would highlight the cognitive growth across events.
2. Explicit Scaffolding Across Events:
   You could emphasize how each activity prepares students for the next. For instance, stating that the “Info Card Sort” lays the foundation for the “Privacy Poster” helps show intentional instructional sequencing.
3. Make Assessment Criteria More Transparent:
   Consider adding a simple rubric or checklist for the final reflection or poster activity. Even a basic set of criteria will help students understand expectations and allow for more consistent peer/self-assessment.
4. Embed More Student Choice:
   If possible, build in moments where students choose the type of message, audience, or format for their privacy poster. This could increase motivation and reinforce the real-world application of digital safety skills.

“Outside of this course” Peer Feedback (Final Feedback From Zhen Li):

I really enjoyed reading through your Digital Safety & Responsibility unit. It feels very grounded in students’ real experiences, and the overall flow makes a lot of sense for an informal, afterschool learning space. Everything is organized clearly, and your activities are thoughtful, relevant, and engaging. Here are a few things I especially appreciated, as well as some small suggestions that might help as you continue refining it:
I really liked:
Flexible structure that fits the setting well
The way you break the session into a warm-up, core instruction, and wrap-up discussion works perfectly for students after a long school day. There’s a good rhythm without overwhelming them.
Relatable and realistic content
Activities like app sorting, info cards, and the traffic light discussion connect closely with students’ digital habits. It makes the topic of privacy much more meaningful and personal.
Inclusive ways for students to participate
I love how you built in multiple expression formats such as drawing, speaking, sorting, even gestures or home language. That’s a great way to make sure everyone can contribute, no matter their comfort level.
Clear and well-prepared materials
Your resource lists for both instructors and learners are super detailed and practical. This makes your unit feel ready to implement without a lot of extra work.
Your reflection journal shows strong integration of theory and practice
I enjoyed seeing how you connected Merrill’s First Principles and contextual learning strategies with your design choices. Your notes on student reflection and the “4 What’s” framework were especially insightful.
 A few suggestions you might consider:
Make your assessment expectations a bit clearer
Since you noted “partial alignment” with learning objectives, maybe consider adding a simple checklist or scoring guide for the poster or reflection. It would help both students and facilitators understand what success looks like.
Add a small engagement boost to the “Privacy Traffic Light”
You might try adding a quick-response or quiz-style element here like calling out answers or using snacks/stickers as fun incentives. It could raise the energy and deepen participation.
Use visuals to support transitions and attention
Since this is an afterschool setting, students might zone out more easily. Adding subtle slide transitions, icons, or color changes every 15–20 minutes could help keep them on track.
Consider adding a simple visual to show students’ learning journey
Your lesson design already flows nicely, but it might be helpful to add a small graphic or arrow diagram that shows how students move from noticing information → sorting → making decisions → expressing ideas. This can help students see how their thinking is building over time.
Tidy up the layout on a few storyboards pages
A few parts of the storyboard (like Page 4, Pages 6/7, and the final note) seem to go past the margins in the PDF. A quick formatting adjustment would make everything cleaner and easier to read.