Reflection: Intervention and Extension Making Judgments Using Acronyms: Using Student-Designed vs Teacher-Designed Criteria - Section 3: Engagement


My students had a challenge in doing this activity because the instructions though in theory seemed clear requires a demonstration for them to be more effective.  Though my students would benefit from modeling before doing specific activities especially when they are using multiple resources, they dislike the process vehemently.

To seize the moment, I walked around to every table and demonstrated the process for each group and for specific students. Ironically, this process though time-consuming, turned out to be favorable for us because I was able to focus on my students' understanding of certain vocabulary. Students wanted to know about SYNTAX (a criteria under FACE) and ACRONYM. 

One of the things that baffled my students was making a choice. They were somewhat bewildered that I had given them three acronyms, WISE, W/STEAM and FACE.  Once they recognized that they were being asked to look for an acronym that could be a fit through a process of elimination (I showed them), they felt at ease.

Nevertheless, I wanted to see how my students responded to the lesson's objective even though I modified the list of activities since we were not going to have the teacher vs. student battle as planned. We were able to still keep the competitive spirit going because students made choices about which acronym they would use to evaluate the final draft of their This I Believe poems, and the winner is...

Since I am focusing on the use of formative assessment to guide my instructional decision-making, I spent the last ten minutes of the lesson in a group share where I identified the parts of the lesson that I felt I needed to work on improving. I told my students we need to look at process for us to introduce new concepts and which methods of modeling would be most effective for our class. In addition, we need to ensure that the concepts and ideas are clearly understood by the whole class ( in pairs or groups) before moving to individual work.

Then, I asked students to fill out an exit ticket so that I could ascertain what they truly learned from today's lesson. 

  What happens when the actual outcome of an activity differs from the intended outcome?
  Intervention and Extension: What happens when the actual outcome of an activity differs from the intended outcome?
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Making Judgments Using Acronyms: Using Student-Designed vs Teacher-Designed Criteria

Unit 2: Poetry Analysis
Lesson 3 of 9

Objective: SWBAT evaluate the quality of a poem by using literary criteria embedded in the acronyms (WISE, FACE and W/ STEAM).

Big Idea: Can students make better judgments than teachers? Let's see who has the edge!

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