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Interaction - In-Class Rubric

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13 views

Interaction - In-Class Rubric

Uploaded by

taytays1999
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name: Taylor Smith

MIT 513, Summer 2024


Date: 12 July 2024
Activity: In-Class Project
Objective:
Practice group structures to experience simultaneous language and content development while
working with peers.

Parameters:
Given your assigned Core Skill of Academic Conversation, create a visual representation and
role play utilizing the text. To complete the project:
● Discuss what to include from the text
● Every team member’s voice must be included
● Every team member must add something to the chart (use your chosen color) – equal
representation
● Create a 4-10 line role play that demonstrates this core skill

How you will be scored:


● 20 points is awarded for your participation using the parameters above
● 30 points for your response to the questions below

Response
1) Group Members & Skill Assigned:

Taylor, Alex, Sophie: paraphrasing

2) Describe how your team negotiated to determine what to include in your presentation. How might
something like this foster language development in your class? How might it also foster content
development?

We had a lot of discussion on what to include, mostly because we couldn’t think of a visual
representation of the skill assigned. Then we saw other people using words and that made things
a lot easier for us. We actually paraphrased a lot for the visual so it inherently provided the
language and content development we needed. I think having the students paraphrase a source
and create something of their own to represent it works great, especially for this piece!
Paraphrasing does wonderings in teaching students and informally assessing that they understand
what information they’re taking in.

3) Describe how your group’s collaboration challenges & successes might represent those that will occur
in your future classroom:

Sophie is usually the “quiet kid” in the group but we made sure we got enough orange on the
paper from her. I can easily imagine a quieter student who isn’t usually comfortable sharing with
the whole class being a more active participant in a small group setting like this. We had a good
spread of all our colors in the end and I think that’s a success! Our only challenge was getting
started, like I said before. Even coming up with a roleplay took only a few seconds, the hardest
part of that was narrowing down what we were going to say because there are basically infinite
options.

4) How might you specifically plan for whole class or small group interactions in your classroom given
your content area? Provide a simple example.
I’m assuming by content area you mean... the skill assigned? I think coming up with short and simple
roleplays would be effective like we did in class. Start in small groups and ask if anyone wants to
share their group’s ideas. Add or suggest changes as needed. Other than that, I’m not sure I
understand the question. Alternatively, by using books we read as a class or in small groups and
framing it as “restating what the author said” and other 3rd grade-friendly phrases, I think it could be
an effective teaching tool.

5) Given your chosen age group for teaching, what challenges can you foresee and how will you prepare
for them? Be specific.
My chosen group is 3rd graders so they’re about eight years old. I hear there’s a big jump between second
grade and third grade and that it can be difficult for some students. Between the introduction of
“self-regulating,” more responsibility, and the dreaded state testing, it makes sense that new teachers
should be wary of this grade! As a former 8 year old myself, My campers were 8 for our first summer
together -- for most of them it was their first year at camp and there’s a lot of scary new changes
happening so I can use that experience to help guide my future students through that. Of course I will look
to my mentor the most for guidance in the classroom!

6) What do you want to remember most from today?


I want to memorize the 5 skills we learned and presented along with their definitions. The roleplays
helped contextualize them and if I spent more time trying to memorize the five skills, the roleplays will
surely play on a loop in my head as I do. I also liked the visual modalities Zwiers included in the chapters
with the hand gestures and symbols!

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