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Team Storytelling Reflection 2

This reflection discusses a lesson where students worked in groups to create a story with a beginning, middle, and end. The teacher observed that most students learned to work collaboratively, though one student (LT) needed support staying on task. The teacher allowed more time for brainstorming than planned and made adjustments to group compositions to better support student learning goals. One group struggled with collaboration but improved when the teacher intervened, and most students engaged well with the creative and collaborative activity.

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12 views3 pages

Team Storytelling Reflection 2

This reflection discusses a lesson where students worked in groups to create a story with a beginning, middle, and end. The teacher observed that most students learned to work collaboratively, though one student (LT) needed support staying on task. The teacher allowed more time for brainstorming than planned and made adjustments to group compositions to better support student learning goals. One group struggled with collaboration but improved when the teacher intervened, and most students engaged well with the creative and collaborative activity.

Uploaded by

api-272866922
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Reflection2

[Link]?Howdoyouknow?

Ithinknearlyallofthestudentsintheclasslearnedtoworkasateamtocreateastory
withabeginning,middle,[Link]
together,listenedastheyreadtheirstories,andhadtheirpeersassesswhatthebeginning,
middle,[Link]
stayedontopicformostoftheactivity.

[Link]?Ifso,why?

Priortowriting,allthegroupsbrainstormedwhattheywantedtowritewhichIdidnt
[Link](pushedeverythingback)so
groupswouldbeabletofinishtheirwritingpieces.

[Link],whatwouldyoudo
thesame?Differently?

Iwouldaddadditionaltimeforbrainstorming,[Link]
addition,IwouldaddanothermembertoLTsgroupthatIknowismorecommunicative
[Link]
[Link]
[Link]
arrangementandputtingstudentswhoarecommunicativeandontasknexttoLTshe
wasreceptiveandisplanningtomoveeveryonearoundafterFallbreak(Oct.19th).

[Link]?Weretransitionssmooth?

Iused55minutesfortheentirelessoninsteadof45whichwasfinebecausetheteacher
[Link]
[Link],allthegroupstalked
aboutwhattheyweregoingtowriteaboutfirst,[Link]
[Link]
indeedsmoothbecauseIgaveclearoraldirectionsastowhenstudentshouldstartthe
activity,haveabeginning,middle,andend,whichgroupspresented,andshort
discussionsabouteachstory.

[Link]
this?Whatmightyoudointhefuturetoensuretheircontinuedsuccess?

[Link]
reasonwasbecausealltheirgroupmemberswereexcitedtocreateastoryandrespected
[Link]
broad(healthyandunhealthyfood)[Link]
eachgroupmember,respectedeachother,hadfun,andasaresultenjoyedtheprocessof
[Link]
teamingandcreativitysothatgroupslikethesecotinuetobesuccessful.

[Link]
forthis?Whatinterventionscouldyouusesothattheyachievethelearninggoals?

[Link]
difficultiesworkingtogethertwostudentswerewritingandtheothertwowereaskingto
beinvolvedbutwhentheyweredenied,[Link]
[Link]
aggravatedwiththesestudentssoexcludedthemwithoutgivingthemachanceto
[Link],

itfurtherprovedtheotherstudentspointthattheyareofftaskandshouldntbeincluded
anyway.
OnceIrealizedtheywerenotworkingtogether,Iwentovertothegroupanddiscussed
[Link]
together,Isaidthatthisisagroupactivityandaskedtheothertwoboystopassthepaper.
Oncetheygotaorderdownofwhowouldwritewhatsentence,theyworkedasagroup.I
couldveallowedthetwostudentstoworktogetherbutcollaborativelearningwasan
importantcomponentofthisactivityitsimportantforthesestudentstolearninghowto
[Link]/
[Link],Ithinkit
was/[Link]
theiradultlives,theywillhavetoworkwithmanypeoplethattheydontgetalongwith.

[Link],reactions,orquestionsaboutthelesson?Wasthere
anythingyoufeltespeciallygood,frustrated,orconfusedabout?

Ithinkthelessonwentreallywellandmoststudentswereexcitedtobecreative,workas
agroup,andpresentinclass(arareopportunityforthesestudents).LTdidaspectacular
jobpresentinghismaterialtotheclass!Heandoneothergroupmemberreadtheirstory
[Link].

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