FIPP Activity Report #2
Name: Anita-Marie Higgins
Date: 10/09/2010
Department: Human Services
FIPP Partner: Cheryl Threadgill
Section: 9226 Music and Movement
Activity/Strategy: Reaction Identity Task
Category: Classroom Expectation
Usually the instructor and students will engage in reading the syllabus for understanding.
During the initial class meeting, it is routine for instructors to read the course syllabus
with their students. In order to implement a new Reaction Identity Task strategy, I took
advantage and connected to the background knowledge of the students.
The students and the instructor will read the course syllabus section, with the primary
focus on the section, “Assignments, Projects, Activities” to ensure that all students
understand the expectation for assignment completion and assigned deadlines.
The instructor will complete the following: 1. Provide detailed instruction and directions
necessary in order for students to individually identify the most difficult assignment; 2.
introduce the 32 day planner; 3. Encourage each student to choose a date, and begin the
difficult assignment on the chosen date.
What activity you chose?
I chose the setting a classroom expectations activity.
Why you chose that activity?
I choose this activity for several reasons, first, empower students, second, prevent time
spent on assignment corrections which allows for constructive study time, or time to
concentrate on child observation or projects.
What I hope to accomplish:
1. Ultimately, the primary goal is to empower students and set the foundation
for students to thoroughly understand each assessment.
2. Help students recognize the single assignment that will serve to be difficult to
accurately complete and submit by the assigned deadline.
3. Assist students with steps related to task analysis, the implementation of the
32 day planner and set that date as a begin date for the difficult assignment.
Student will begin the assignment on the chosen date to ensure completion and enough
time for “teacher feedback” in an effort to allow the student sufficient time to make
corrections and re-submit in order for students to work at their maximum potential and
earn the highest grade possible. Setting this classroom expectation is a process which
empowers students and aids with the initial strategy for task analysis or steps to plan
ahead for assignment completion.
Set-up: To accomplish this task, it became necessary for me to introduce the course
syllabus, the 32 day Planner; as well as, explain the assessment assignments in their
entirety and instruct students to ask each other questions. Students are instructed to
choose a date to begin the assignment(s), arrange themselves in five-member forums to
discuss the assignments, and to have the 32-day planner.
Final option: students are invited to quiz the instructor for answers related to each
assessment assignment.
I explained to each student once more that their instructor is involved with a teacher
improvement program in an effort to teach instructors to deliver quality
instructions and I am in need of student participation in variety of classroom
activities.
I asked for student feedback and evaluations and showed students the Student
Survey forms and continued the explanation.
Supplies
Course syllabus and a 32 day planner.
Directions:
 Students are instructed to listen to my explanation of each assignment.
 Students will read the class syllabus with each other.
 Students will engage in discussions concerning each assignment on the syllabus.
 Students are asked to identify the most difficult assignment.
 Students will comment and chose a date to start assignment and write on the 32day planner.
What work well ?
Elements that worked well with setting class expectation.
 Reading the syllabus with the students.
 Assisting students in identifying an individual assignment which will be
difficult.
 Introduction of the 32-day planner.
 Student five member group forum.
 Students quiz the instructor.
 Supports student interaction.
 Supports students learning new strategies and aids in student academic success.
What would you change?
I found that the duration of time extended past the time I had allotted to create setting the
classroom expectation. I found all of the questions overwhelming and will print a
handout to distribute for students to read before I begin this assignment in the
future.
Would you use the activity/strategy again? Why or why not?
Most definitely, yes I will use this activity with the modification mentioned above.
The reason I will use classroom expectation activity again because I begin to see students
place future assignments on the 32-day planner, and turn in other child development
assignment before the due date.
Please describe any student learning and/or changes that you observed after
implementation of the activity/strategy?
Students were more relaxed when presenting projects, whereas before, while
students presented, they were nervous presenting their projects.
Students submitted more classroom assignments which mirrored complete terms taught.
After I administered the student survey, I read comments noted by students on their
individual differences of what they discovered to help them learn during the five-member
forum, use of the 32-day planner, and “student use of quiz the teacher.” I might add
attendance improved on day of assignment deadline for presentations and projects.