The paper examines how different techniques of conducting the traditional architectural critique 2 can be used to facilitate more effective learning amongst students. After a literature review which collates contemporary concerns about the professional and personal consequences of the traditional crit, particularly in the context of equality and diversity; analytical observation techniques showed that habitual methods of teaching demonstrated low levels of understanding, feedback and discussion. On the other hand, tutor led, process focused review led to higher levels of cognition, but only the same frequency of student participation in discussion as that achieved by traditional methods. Student centred methods however, showed the highest levels of both understanding and individual participation. It is recommended as some participants were unused to the student centred approach, that they are introduced to such practices and environments in their earliest year of study. The research developed a consistent and reproducible method of recording and evaluating the effectiveness of learning and teaching activities in a critique situation.

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