Reflection: Positive Reinforcement Culminating Project Day 1-5 - Section 1: Anticipatory Set


I am sure many of you have learned in your experiences as teachers that most students at this age are far from being masters of project and time management, especially when forced to collaborate with 5-6 other students with differing styles, skills, goals, expectations, levels of concern, and needs. That being said, I use these daily check-ins to help the students reflect upon, evaluate, and modify practices in order to not just remain on track to complete everything on time, but also to get better each day. I also find that it helps them to develop a clearer and more reliable conceptual understanding of how to most effectively complete such a complex task while maintaining their sanity and dignity. I use the physical reactions I witness, the body language shifts, as a non-verbal cue as to where I might need to focus my attention at that time, supporting the students who most need it first to help them avoid hitting a wall and feeling defeated. I have had far more procrastinators in my classes over the years than the students who take care of business right away each and every time. I find that this is the largest stumbling block that students run into rather quickly and then struggle to overcome during the duration of the project. I make sure to be there to support and guide them with positive and constructive feedback throughout. 

I believe that, by catching and addressing issues related to procrastination and/or a lack of follow-through early on, we avoid a vast majority of the meltdowns and drama that can happen in collaborative projects of a complex and rigorous nature such as this. 

  Why the daily check-ins?
  Positive Reinforcement: Why the daily check-ins?
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Culminating Project Day 1-5

Unit 3: Literature Circles
Lesson 6 of 6

Objective: Students will work in their Lit Circle groups in order to develop a unit of study for the novel they read.

Big Idea: Putting All The Pieces Together!

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