Reflection: Student Ownership Critiquing my Performance - Section 2: Do Now/Activator


As a teacher, I was unpleasantly surprised by the quality of the writing as well as the scientific understanding that the writing was supposed to elucidate. As I was grading the papers, many thoughts were going through my head. “Where did I go wrong?” was a frequent thought. However, after talking with a few students and with the paraprofessional in my classroom, I began to think that maybe I was putting too much of the responsibility for student learning on myself. I then thought that within these poor results there lay a large opportunity for students to do some reflecting about what it takes to create a quality paper in science.

This conversation is important. Judging from the grades on their work, many students do not know how to write a quality paper. Either the papers lacked scientific understanding, or, more often, the information was completely missing from the assignment.

My concern going into this lesson was that students would feel like I was using their bad grades to make them feel bad. However, this was not the case. Students understood that the quality of their papers was low and they appreciated the chance to boost their grade with this assignment while also getting the chance to reflect upon and set goals for how to become a better student.

  Post-game analysis
  Student Ownership: Post-game analysis
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Critiquing my Performance

Unit 4: Compounds
Lesson 8 of 8

Objective: Students will be able to reflect on how well they performed on a graded report about chemical bonding.

Big Idea: Students should use graded work to reflect about areas for improvement in their academic performance.

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5 teachers like this lesson
Science, Chemistry, ionic bonds, bond formation, NGSS, periodic table, compound
  60 minutes
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