Self-Observation and Self-Critique
Strengths:
1. Speaking at a slow enough rate for ESL students to understand.
2. Designing a schema activation activity that provides a foundation for subsequent activities.
Questions:
1. How can I order my discussion questions to better build up to meaningful conversation?
2. How can I encourage more students to respond to questions?
3. How can I encourage more intrinsic motivation to participate orally?
Concerns and Suggestions:
1. If we were to draw a graph of my students’ participation, there would be a quarter who contribute more than once, a quarter who contribute once, and half who contribute not at all. I know how to get middle and high schoolers to participate, but need to work harder and develop new methods at encouraging adult participation.
2. Was this an assessment? If so, what was I assessing? The goal of the activity was to provide a capstone experience to reading an important piece of American literature in which students practice oral fluency.
Action plan:
1. Keep using The Lottery! The students liked it, as they communicated in their conversations outside of class.
2. Find a better way to create conversation. Try using discussion cards to force students to talk while giving them a scaffold to stand on and begin sharing their opinions.
1. Speaking at a slow enough rate for ESL students to understand.
2. Designing a schema activation activity that provides a foundation for subsequent activities.
Questions:
1. How can I order my discussion questions to better build up to meaningful conversation?
2. How can I encourage more students to respond to questions?
3. How can I encourage more intrinsic motivation to participate orally?
Concerns and Suggestions:
1. If we were to draw a graph of my students’ participation, there would be a quarter who contribute more than once, a quarter who contribute once, and half who contribute not at all. I know how to get middle and high schoolers to participate, but need to work harder and develop new methods at encouraging adult participation.
2. Was this an assessment? If so, what was I assessing? The goal of the activity was to provide a capstone experience to reading an important piece of American literature in which students practice oral fluency.
Action plan:
1. Keep using The Lottery! The students liked it, as they communicated in their conversations outside of class.
2. Find a better way to create conversation. Try using discussion cards to force students to talk while giving them a scaffold to stand on and begin sharing their opinions.