Ealawson2,+round+2

I tried the first reflective activity.

Revamped the idea to step back and refocused on smaller opportunities for self reflection. Started with annotation of a test and the CBQ. Students are not seeing that there is a correlation between their confidence and the likelihood.

=Reflection by students for guiding their own learning=

CRS Sci IA3, IIIB4, VIIB1 CRS XDis IA2, ID1-4 Please identify opportunities for differentiation. || [] || Students seem to think that reflecting is a waste of time and just busy work. I will try to get them to use a rubric int he Pre-AP classes for self and peer assessment on a project for the next round. ||
 * **Title**: || Learning to use a reflective rubric ||
 * **Subject**: || Science ||
 * **Grade**: || 8 ||
 * **Time Frame**: || 3 days, 20 minutes each day ||
 * **Summary:** || Students will use annotation and reflection of confidence on tests. ||
 * **Tasks**: || * Introduce and teach students to make annotations on each test question.
 * Give students incentive to complete annotation and confidence marking.
 * Give students incentives to study ahead of tests by completing reviews and justifying answers. ||
 * Objectives: || TEKS 3A, 5 DEF
 * Students will learn how to review and assess their own learning.
 * Students will learn to utilize a rubric to guide their self reflection on their learning. ||
 * Assessment: || How will you assess the students learning?
 * Resources: || Rubrics WEB page from University of Wisconsin Stout School of Education
 * **Teacher**
 * Reflections:** || Students still do not get the purpose of reflecting on their own confidence or learning.
 * **Examples**: || * Links to teacher or student work examples. ||

Discussion:
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