Task 1: Assessments

Lesson 1:

There was no Independent Practice/Summative assessment for this lesson. There are
observation notes below. The observation notes were taken during the “Human Knot” activity
the students did at the end of the lesson and also the debrief after the activity. Therefore, the
activity followed the students defining collaboration definitionally, conceptually and contextually,
watching videos displaying multiple examples of characters showing problem solving while
collaborating and creating the “Ground Rules of Collaboration” anchor chart. The students were
assessed by observation on how well they collaborated with their peers during the “Human
Knot” activity. Based off of this assessment allowed for the teacher to have an idea on who to
place together in the small group activities for lessons 2 and 3. It also gave the teacher and idea
of how much she needed to reiterate the “Ground Rules for Collaboration” and who needed
more practice of collaboration.

Anchor chart – Ground Rules of Collaboration (used in all 3 lessons):

Focus Student 1:

 Very passive, listened to what peers had to say and didn’t question why
 Never spoke his ideas on what to do
  Confused at first on activity and then asks peers for clarification
 Relating the activities to random subjects or past experiences, like when he got tangled
up and stuck in a chair before
 Group finished last
 Debrief: said it was hard and that people were yelling

Focus Student 2:

 Taking upon a leadership role

Student 3:

 Very calm
 Did not speak once
 Observed people and the other group to watch their progress
 Group finished first
 Because group finished first, got to do different variations of the Human Knot (i.e
complete the activity without talking).

Student 4:
 Shared ideas on what to do, not always listened to by his peers
 Did not show frustration when his peers didn’t listen to him
 Once his ideas weren’t heard after 3 times, student stopped sharing ideas and just
listened to his peers ideas
 Group finished first
 Debrief: Said his group worked well together and that nobody got upset with anyone and
they all listened to what Isaac was saying

Student 5:
 Taking upon the leadership role
 Calmly would instruct his group what to do or where to move
 Provided clarification to a student who had questions about the activity
 Listened to his peers when they had ideas on what to do and tried them without
hesitation
 Got a little panicked at the 2-minute warning
 Group finished first
 Debrief: Student said that he really liked the activity and liked that they got to do it in
different ways too. Said he liked working with his group and working together

Student 5:
  Listened to other students’ ideas
 Voiced her own opinion on what to do
 Remained calm all throughout the activity
 Was encouraging to other students
 Cheerful as the group got closer to disentangling
 Group finished first
 Debrief: Really liked the activity and thought her group did a good job about not getting
mad at each other and yelling.

Student 6:
 Yelling at other students when they did not listen to her or when they did something and
got more tangled
 Observed what the other group was doing
 Got very anxious and jumpy when the 2-minute warning was said
 Got really frustrated when the other group detangled before her group
 Group finished last
 Debrief: Focused on the aspect of “losing”. Said that her group was not respectful to
each other and was yelling

Student 7:
 Whispered to his friend in the group what they should do and the friend would tell the
group
 Listened to what his peers were saying
 Followed his peers’ instructions
 Observed what the other group was doing
 Group finished last
 Debrief: Didn’t share a lot, shrugged his shoulders when asked what he liked about the
activity. When asked what he thought of the activity he said that it was “cool” but he
didn’t like his group yelling a lot.

Student 8:
 Didn’t say much for the process of untangling, but was eager to get untangled
 Answered a question for one of her group members who was a little confused during the
activity.
 Celebrated every time her group got more and more untangled
 Was attentive and listened to her peers every time someone was saying something
 Was encouraging throughout the activity
 Group finished first
 Debrief: Said that she didn’t want to talk much during it, but liked how her group was
nice and respectful throughout the activity and followed the “Ground Rules for
Collaboration” well.

Student 9:
 Very energetic
 Celebrated each time her group got more and more untangled
 Would update the group if they were ahead of the other group in the detangling process
 Encouraging tot other students when they presented ideas, saying “Oh! Good idea!”
multiple times
 Did not really present ideas, but listened and worked with others very well
  Group finished first
 Debrief: She said she liked the activity and thought it was really hard to do it when they
couldn’t talk. She said she felt bad for the other group because they were yelling and it
was kind of distracting to their group.

Student 10:
 Brought up off topic conversation during activity like what she had for dinner last night
and wishing that she was doing the activity with her brothers and sisters
 Very energetic and bouncy
 Got very frustrated with focus student 1 when he couldn’t move his body with ease
 Told a student at one point to “shut up”
 Finished last
 Debrief: The student said how it wasn’t fair that the other group got done before them
and that she wanted to be in the other group with her friend.

Student 11:
 Shared ideas with the group on steps to take in detangling
 Listened to others ideas
 Encouraging during the activity even to the other group, when her group was finished
and she waited for my instructions on what to do next, she cheered on the other group to
get done
 Finished first
 Debrief: She said she had a lot of fun doing the activity and thinks that her group
followed the “Ground Rules of Collaboration” well.

Student 12:
 Yelled a little bit to other students when he got frustrated
 Tried to tell students his ideas but students didn’t really acknowledge or hear with the
chaos occurring in their group
 Got upset when his group wasn’t the first untangled
 Finished last
 Debrief: Said he realized that he yelled sometimes and that he shouldn’t have. Wanted
to try the activity again and encouraged his group to think about the rules we talked
about as well as that he wanted to change the way he acted.

Lesson 2:

The students filled out a graphic organizer like the one below. The students were to fill out the
student’s name and then the topic that the student researched and was presenting. Then below,
the students were to write what they learned from the student’s presentation of their research.
When it was the students turn to present, they just left their column blank, since they had
already taken notes on their topic that they researched. Each of the student’s work was then
assessed by the teacher. The teacher was looking for students to have an understanding of the
topic, which showed that they were listening to their peers. She assessed whether the student
had at least 2 facts for each of the topics. Each topic was worth 2 points, therefore if the
students only wrote one thing down, they received one point, if the students wrote down two or
more facts on each topic, they received two points for each topic

Student A: (Name) Student B: (Name) Student C: (Name) Student D: (Name)

Lesson 3:

The students were scored based off of the rubric below for their skit performance/script for their
skit. The teacher went over the rubric with the students and also gave them a copy of the rubric
to have as they were working on their skits.

The students also will fill out an evaluation form on Google Classroom in the link provided
below. This is for the students to grade their peers and also themselves. It allows for reflection
of their peers and for themselves. The students will be given 5 points for filling out the form. Tis
assessment is more for the teacher to see how others worked in a group and also how the
students thought they worked in a group. Based off of the feedback, the teacher plans to have a
private conference with any students where their group said they did not participate. This
conference will be to see If maybe the student is struggling with something at home, doesn’t
understand the concept, if the student just doesn’t work well with other or doesn’t like it, or if
there was conflict between the student and some of their group members.

https://drive.google.com/open?id=1uyEsPfcG6IkesyQfTkZRtf68i4jJKPTQS_5tMlTcPz0