Reflection: Routines and Procedures Revitalizing Active Study with Jefferson's Inaugural Address - Section 2: Introduction


Short of playing Rocky music when students walk in, I want to really celebrate the success of students who have worked long and hard on a project and finally completed it!  Students who put in effort to put out good projects should be rewarded, and those who did not get their projects done yet can definitely utilize the drive-towards-improvement that happens when all your peers get to participate in a success and you're on the outskirts.  I clearly remember the lesson of my first teaching job, a longterm subbing position that I picked up for the entire second semester, which was that you'd much rather have a room full of students that support each other's successes and bond through achievement than a room full of students that champion the nonchalant apathy and sarcasm that high school students can sometimes display.  Celebrating success, listening to students, asking what you can do better, and then actually DOING those things as a teacher is really the only thing I have ever found to keep the classroom away from the "dark side" of following class clowns.  I'm a firm believer that at heart, every student wants to be praised and heard, so giving them that chance every day with celebrations like this keeps most of my class-clowns in check.

Overall, feedback from students about this project was really positive.  They liked that it wasn't an "entire paper" to write (so spreading the paragraph "narrations" out to different slides really did skew their perspective of the amount of work involved!), that they got to choose their topics, and that they had time in class to work.  Some technological problems did get in the way, specifically some Chromebooks had trouble recognizing the audio, but they were able to overcome that by using another computer or calling in to the company to record their narration.  Some students wanted to start listening to their peers' presentations right away, though others were self-conscious, saying their voices sounded funny or that they did it quickly, so it wasn't "all that great."  I decided to hold off on playing them today, since I figured I should screen them first and only pick some to play, pending student approval, to save time.  The mood during the discussion was definitely jovial, however, so it set the tone for a great class period!

  Gathering Feedback About Major Projects (So Happy It's Good!)
  Routines and Procedures: Gathering Feedback About Major Projects (So Happy It's Good!)
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Revitalizing Active Study with Jefferson's Inaugural Address

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

Objective: SWBAT determine author's intent, make inferences supported by appropriate evidence, evaluate main ideas, and identify tone in an informational text by actively reading.

Big Idea: Help students navigate studying for a skills-based assessment by modeling a skills-based individual review activity.

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gettysburg studying
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