Reflection: Student Ownership Catalog Cats/ Our Garden Day 2 - Section 3: Self-Assessment

 

     Using the Self-Assessment Rubric for shared inquiry discussion, students were able to not only complete the rubric, but also verbalize their needs for supports.  Developing this type of interpersonal skills is necessary if students want to improve performance.  Students are not viewing their score as a final score and understand to use rubrics as formative assessments leading towards the goal.  

     This discussion was successful because I focused on details prior to the Shared Inquiry session.  Students were well prepared from the prior day's planing, organizing, and preparing of their notes from their first and second reading.  I also prepare students by  continuously reviewing and practicing the performance guidelines for Shared Inquiry discussion. Formative assessments were conducted along the way through performance observations and student feedback.  Gaps in expected performance were addressed and specific feedback was given to students to trouble shoot areas of difficulty.  Shared Inquiry is a tedious process that requires consistent adherence to the guidelines in order for it to succeed. Our success is proportional to the fidelity in which we follow the guidelines of the Shared Inquiry Rubric.

  Student Ownership: Performance Assessments
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Catalog Cats/ Our Garden Day 2

Unit 8: Shared Inquiry Discussion 1
Lesson 14 of 18

Objective: SWBAT participate in collaborative conversations by linking comments to others' remarks, elaborating on topics, and clarifying text under discussion.

Big Idea: How do shared inquiry discussions deepen knowledge ? Students participate in Shared Inquiry discussions revolving around an interpretive question in order to deepen knowledge of text by discussing multiple perspectives.

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Subject(s):
English / Language Arts, interpretive questions, shared inquiry discussion, Self, close reading, shared inquiry
  60 minutes
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