Reflection: Student Ownership 3-2-1 Present! (day 1 of 2) - Section 2: Groups Present Textual Insights


I was looking for opportunities to invite students to participate in creating excellent work through my follow-up questions, through the supportive base groups, and through a reasonable show of celebration and appreciation after each group would present their ideas (SL9-10.1).  As I mentioned, there are some students for whom classroom participation does not seem to be much of a challenge: they are ready to share a comment or two without much hesitation.  For other students, the thought of being up in front of the class, sharing work on the document camera for everyone to view, can be a nervous situation.  Thus, I tried to invite each person to participate, even make note of the fact that this is a big step and a big accomplishment.  I used my comments to suggest that the whole class is bonded together, supporting the person who is speaking by being attentive and by listening carefully.  

I found that the students were willing to share and willing to listen. This is perhaps due to the strong affect generated by the novel  itself or due to some of the cooperative learning that we had been engaging in.  Finally, the use of the base group agenda in preparation may have given the students the sense that their work is the natural result of their careful, measured, and deliberate work. 

  Reflections on Initial 3-2-1 Presentations
  Student Ownership: Reflections on Initial 3-2-1 Presentations
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3-2-1 Present! (day 1 of 2)

Unit 2: Metacognition and The Absolutely-True Diary of a Part-Time Indian
Lesson 2 of 19

Objective: SWBAT present key textual evidence to support character and theme development.

Big Idea: Students work toward independence in textual reasoning.

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