The teacher must take an active role in facilitation throughout a critique lesson. This process works best when it looks organic (emerging entirely from student ideas) but is in fact skillfully shaped. The teacher chooses students strategically for comments, governs the flow of discussion and contributes enthusiasm, interjects compelling comments to build interest and makes key points, and reframes student observations when necessary to make them clear to the group and connected to the learning targets. The teacher needs to remember that the critique is a lesson with clear learning targets, and should not hesitate to take charge of the flow to ensure the session is productive.

Teacher education in common with preparation for all other profes sions, grows out of the knowledge and experience of the past, and projects its product into the long future. Many pro fessional groups now recognize the need for keeping their members up-to-rdate