Reflection: Student Feedback Checking for Accuracy on Text-Dependent Questions - Section 4: Group Presentations of Text Dependent Questions

 

By assessing student performance this way, we gave students immediate and personal feedback, something that is difficult to do in a large class.  And this year, my largest class is 28, so I have absolutely no room to complain.  Seriously.  How did I luck out this year?

 

What immediate and personal feedback was I able to give to students?

  • Were their answers correct and rooted in the text, specifically the passage that was focused on in the close read.  Some students are still trying to use information from outside the passage, which is better than using information from outside the text, but still.  FROM THE PASSAGE!
  • Were their answers written in complete sentences with proper punctuation and correct capitalization?
  • Was the answer enough.  We utilize the check/check plus/check minus method, and it's a great way for both students and teachers to say, "This is okay.  It's a check.  But how could you make it better, so that's it's a check plus?"

 

This technique also gives students an opportunity to practice speaking in front of their peers and listening to their peers speak.  This is terrifying for many students, and a short one minute 'presentation' is an effective way to get them up and talking.  This type of activity provides many teachable moments that a teacher can't necessarily plan or prepare for.

  • What do you do when a student speaks so quietly that the rest of the class can't hear?
  • What do you do when a group has the wrong answer and there's no way to salvage any part of it?
  • What do you do when one member of the group says everything and won't wait a second for the others to speak?

 

Establishing ground rules helps. You could

  • establish that everyone in the group needs to say something, even if it's "We had question number 1."
  • establish a sign for students to use when they can't hear so you don't end up with the obnoxious, "I CAN'T HEAR.  BUT I CAN'T HEAR." statements.
  • establish new rules as problems come up that you didn't foresee.

 

  Why Aren't You Grading Each Student's Paper?
  Student Feedback: Why Aren't You Grading Each Student's Paper?
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Checking for Accuracy on Text-Dependent Questions

Unit 4: Analyzing Literature in Socratic Circles with Chaim Potuk’s “Zebra”
Lesson 9 of 11

Objective: Students will be able to analyze the author's use of direct and indirect characterization and figurative language by close reading a passage from “Zebra” and reviewing, revising, and presenting answers based on textual evidence.

Big Idea: Close reading gives students room to explore and analyze literature using productive struggle and explicit guidance from the teacher.

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