Scribd
Upload
22 views

Student Self-reflection Activity.

The student reflected on a group activity focused on discussing unique living environments, noting that the group discussions and vocabulary usage were successful. However, the initial introduction was confusing for some students, indicating a need for clearer explanations in future iterations. To improve the activity, the student suggested providing structured prompts, assigning specific environments to groups, and extending the wrap-up discussion for deeper engagement.

Uploaded by

Nino Gegetchkori
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
22 views

Student Self-reflection Activity.

The student reflected on a group activity focused on discussing unique living environments, noting that the group discussions and vocabulary usage were successful. However, the initial introduction was confusing for some students, indicating a need for clearer explanations in future iterations. To improve the activity, the student suggested providing structured prompts, assigning specific environments to groups, and extending the wrap-up discussion for deeper engagement.

Uploaded by

Nino Gegetchkori
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 1

Student’s self-reflection on the activity

1. What went well? Why? Give examples.

The activity went well overall, especially the group discussions and reading
practice. The students were engaged in discussing the different living
environments, and I could see them actively using the new vocabulary related
to landscapes (e.g., "cave," "crater," "stilts"). This helped to improve their
ability to describe these places. For example, when discussing the Korowai
Tribe's treehouses, one student used the word "rainforest" effectively to explain
the setting, which demonstrated their grasp of the vocabulary. Additionally, the
comprehension questions from the reading kept everyone on track, and
students were able to answer most questions accurately. This showed that the
reading and listening comprehension goals were met successfully.

2. What didn’t go well? Why? Give examples.

One part that didn’t go as smoothly was the brief introduction at the beginning
of the activity. Although I showed the pictures and explained the topic, some
students seemed a bit confused about the activity’s focus, especially since we
were jumping into discussions of such unique living environments right away.

3. What would change if you taught the same activity next time?
Please describe in detail.

If I were to teach this activity again, I would make a few adjustments. First, I
would spend a bit more time at the beginning providing a clear explanation of
the activity's purpose, so that students understand that the goal is to explore
unusual living environments and discuss their pros and cons, rather than just
learning about them. A brief outline of the stages would help set expectations
for the students.

Additionally, during the group discussion phase (8-12 min), I would provide
more structured prompts or examples to guide students in staying on topic. I
would also consider assigning each group a specific environment to focus on so
they could delve deeper into it, which might help with staying engaged and on
topic.

Lastly, I would add more time for the wrap-up discussion (17-20 min). While the
summary and sharing were good, extending this section slightly would allow for
more student interaction, where they can reflect on what they learned from
each other and provide a deeper discussion of the ideas. This could also give
more opportunities to clarify language issues and reinforce vocabulary.

Overall, I feel the activity was successful in achieving its main goals, but there’s
room for improvement in terms of structure and focus.

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy