Reflection: Complex Tasks Who Are You Calling Disobedient? Mini-Research Project (Day 1 of 3) - Section 4: Application


This year, our district has gone 1:1 in grades 4-12 by issuing each student Google Chromebooks.  One big push has been "flipping" the classroom, which I have really been trying to do more and more.  My students have a somewhat-spotty record with completing homework, though it has been steadily improving throughout the year, so I have been fairly afraid to completely flip my classroom and assign them the "concept" work outside of class and use class time for projects and application exclusively.  However, this project mixes traditional instruction with some of the same concepts of the flipped classroom, allow students time to work on their projects while in the classroom.  I enjoy sharing the time of instruction with the time to circulate throughout the classroom and individually help students with their projects.  So far, students have been much more willing to work on their projects, taken more care to complete them well, and asked more questions than they would have outside of my room (if they had to email them to me, etc.).  It also worked out well to "approve" their outlines before they began working on the presentations, as it forced them to complete this component before beginning the presentation and allowed me to make sure they were on the right track before they got to the "point of no return" with their projects. 

One thing I definitely did notice and would encourage anyone else using this lesson to make sure they do was that students need to have some kind of backup plan if I'm working with another student and cannot get to them immediately.  I spent all of this time moving from student to student, making sure not to get entirely commandeered by a student for long periods of time, but there were times that I had a backup of students waiting for me.  I had them write down their questions so that they would not forget them and continue working on their projects, but I know that some of them still just sat there and waited for me (or worse, sat there and played a game or something waiting for me!).  In the future, I would have some kind of queuing system (electronic or even just names on a whiteboard) and a list of things for students to do if they're waiting for help.  Addressing this likely possibility before embarking on the lesson would have helped all of my students be productive for this entire section of the lesson, rather than just most of them.  Overall, however, it was a success to be able to head problems off immediately and redirect students who were missing the idea! 

  Evaluating In-Progress Work
  Complex Tasks: Evaluating In-Progress Work
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Who Are You Calling Disobedient? Mini-Research Project (Day 1 of 3)

Unit 4: Arguing with the Transcendentalists Mini-Unit
Lesson 1 of 7

Objective: SWBAT outline a short argument to logically support and defend claims with relevant, credible evidence by analyzing multiple informational texts.

Big Idea: Want to win an argument? Finding credible evidence & turning it into a well-planned outline addressing the counterclaim is the first step!

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