Candidates Name Tracy Williams

DATE 2/15/2017
Student Sample:
 Candidates Name Tracy Williams
DATE 2/15/2017

Expanded Ticket in the Door

(Analysis of implemented lesson)
1. Review: Explain in detail what you did including the setting, the students and the topic. Include
any details that arent readily apparent from your lesson plan.

This school year in 10th grade honors, my students have been focusing on critical literary analysis; a large part of learning how to

communicate this in writing is their ability to communicate this orally. Can you form an argument; what evidence are you going to

use to do so; can you embed evidence seamlessly? These questions can be formatively assessed through their speaking. Before

implementing the task rotation assessment, which gives my students choice and variety in completing an assessment, I decided to

have my students have small group Socratic seminar discussions with a student evaluator to keep track of the points in discussion.

The unit, Dystopian Realities, is a unit on fictional stories of apocalyptical societies, and how these societies seem to mirror our

own societies more than not. Before implementing the task rotation activity, students read three different dystopian short stories and

learned about the characteristics of each type. With this information, I separated my students into four groups of 7-8 students. I

assigned one introverted TAG student to be the evaluator of each group. Each evaluator recorded with code marks what student

participated and how they commented. They were also responsible for taking note of poignant points and questions that they

discussed during this process. Their discussion lasted 20 minutes on a timer. After the discussion, I introduced students to their task

rotation activities. I introduced them to each type of activity and asked them to choose based on their learning interest style.

2. Reflect: Describe what worked and why; what did not work and why not; and how the students reacted. Did you ask students in a formal or
informal way about their reactions to the new strategy or idea?
 Candidates Name Tracy Williams
DATE 2/15/2017
Having academic discourse about the text before they begin the task rotation activity really assisted my students with comprehending the

text, and being able to communicate their connections to the story. I could tell from the discussions and the notes from the evaluator that the

students thought critically about the text. I did notice that the students who did not read did not speak as much for the obvious reason. My

classroom includes about half TAG students and half bright honor students. My TAG students were the most vociferous, and had the most critical

questions of the text and author. This presented a bit of a problem because they dominated the Socratic seminars. Next, time I will need to appoint

a discussion leader to each group in addition to evaluator in order to endure all students get to voice their opinions. My students absolutely loved

the opportunity to have choice in what assignments to complete. I had them complete a Lets Recap video to discuss their feelings about the

strategy. The consensus was largely positive.

3. Refine: How will you use this strategy in the future in your classroom? What modifications or adaptations or improvements will you implement so
that it is more effective with your students? What else do you need to know or do to make the particular lesson more successful?

Many students shied away from the mastery and understanding task because they were skill based assessments rather than personal

internalized activities. Many of my TAG students chose self-expressive and interpersonal task as their 2 activities, In the future I will be certain to

make them chose one out of mastery and understanding and one out of self-expressive and interpersonal. What I also plan on implementing is

allowing them to come up with their own task rotation activities to share with the class. Eventually, I will work with my students on being able to

complete all four Task Rotation activities in whatever order they wish.