Study Skills Group
Presented the condensed rubric to the class last Wed with limited success because half the group left for skating after 10min. With the group that remained, I was able to review their categories and highlight the pattern that I noticed. Then, I had them, in pencil, evaluate themselves on their personal performance for the past week regarding listening skills. The aim here was to be able to revisit weekly.
This week the train fell off the tracks because I did not revisit the rubric specifically and did not direct the group who had missed the lesson to do an initial evaluation. I did however, do the regular informal self evaluation update which hopefully (if they included that as a goal) had a listening component. NEXT WEEK!
Two cool things that happened were:
1)While doing the evaluation page I was able to speak one to one with a student who is struggling with sleeping enough, learning English and adjusting to life in general. He agreed to have a goal of an earlier bed time (11:30 moved to 11:15). Seems minimal but it is a step in the right direction.
2)Students in Div 1 in my Study Skills group have been doing their planner more regularly and have done a better job on their last assignment in regards to knowing the criteria and due date (see the rubric on listening) HOORAY!!
Speaking Group
With this group, as per plan, we created a rubric for a piece of persuasive advertising writing. With that in place, the students had a chance to work with another student as coach and speaker to improve and develop their presentation. We reviewed (they generated) the qualities of an Active Listener and some of the duties of a good coach.
Active Listeners...
1)Body Language
-sits close
-looks at your eyes
-body faces you
2)Is "Engaged" (turned on)
-questioning
-clarifying (making clear)
-paraphrasing (repeating what has been said in their words)
-confirming
A Good Coach-says what they like in their partner's work
-says what can be improved in a supportive way
-says another thing they like
Consider: volume, fluidity, pronunciation, the assignment criteria, presentation
There were many variations on the skills and ability of the different partners but given that this was a gr 6/7 group, maturity played a big role in whether the partner could get outside their own challenges and find a way to help their partner improve. The more mature students, regardless of grade, were much more able to be supportive, constructive and focused.
As a resource teacher, who only sees students at most 2-4 periods a week, it is really hard to maintain an umbrella theme of developing listening skills when I see them intermittently.
In a classroom, you could create a theme for learning and check in daily with a self evaluation. You might have time to do a quick meeting to help a student create more focus to their goals around the topic. At the very least you could be sure you were having students think about the topic in multiple curricular areas. With limited time available, as in the case of a RT- the % taken by excessive focus on one area makes the potential gains in that area, feel less valuable.
That said, when I do see students, it is in a small group which allows me to more carefully monitor what they are doing in a shorter period of time. I may not need or want to assess as often to give the kids time to process it. I would however need to remind them of our objectives every time I see them to keep their focus. Do what you can do - I guess!
I would love some thoughts from you here!!!
