Learning Sequence

Title Your name Subject and Section Professor’s Name Date Learning Sequence Analysis for Lesson 4: Feedback – Combining the Collaboration and the Critical Reflection Stages The previous learning sequence for the Lesson icon is a continuation of persuasive writing in the form of a book review, and it is aimed at children learning critical feedback skills. However, it must be noted that through further analysis, the interactions of collaboration with reflective processes and critical thinking skills of the 4Cs framework are not fully maximized. Finally, this report assesses the levels of integration of these elements and recommends areas of development. Collaboration In the current lesson, the interactivity could be better, and there are few possibilities for collaboration. The students need to discuss the feedback; however, there are no specific instructions for students working together or grouping while writing. The suggested teacher talk encourages students to consider feedback individually, while in the previous activities, students are encouraged to collaborate to analyze and enhance book reviews. However, peer assessment could be improved by comprehensively incorporating structured peer feedback dialogues or students' group work on review enhancement tasks. Critical Reflection Although a call for critical reflection on students' feedback has yet to be answered in the lesson, it contains several fragments that raise critical thinking. Students must think about how feedback makes them feel and about the writing, which brings introspection. However, this reflection is still somewhat limited and unorganized, meaning it cannot be easily expanded for further consideration. The use of videos and the discussion on the emotional aspect of the reception of feedback is practical. However, critical reflection could be enhanced by using reflective diaries or self-assessment tools to make the students reflect on the feedback process and how it helped them learn. Critical Thinking The lesson involves critical thinking in identifying literary devices in book reviews. Critically, students are supposed to respond to the author's writing style and build their elaboration based on the text. The process remains rather individual in the rest of the tasks when the author points to critical thinking. It does not offer appropriate possibilities for cooperative critical thinking or problem-solving between the students. That way, when it comes to lesson activities such as peer debate or collaborative critique, the lesson could produce enhanced critical thinking abilities. Creativity In this sequence, creativity is primarily associated with the students' performance in writing their persuasive texts. Despite the lesson's content having the potential to reconsider feedback processes or the very concept of a literary critique as a form of work, the lesson emphasizes writing structure and argumentation only. The lesson could be enriched by using creative tasks. For example, the student makes up an ending to the book, or the students act out the authors' reactions to the reviews. Revised Learning Sequence for Lesson 4 of Grade 6 Students Redesigned Learning Sequence for Lesson 4: Feedback (Grade 6) Title: English | Integrated | Year 6 | Belonging | Everyday Heroes Content Area: Creating Texts Time: 60 minutes Textual Concept: Argument (Book Review) Focus Question: Though people might say they like feedback, are they open to embracing it? Learning Intention: Students will purposefully use the language of evaluation and assessment and gain practical experience in persuasive writing while sharing their work with others. Introduction to the Assignment For this task, my intention is not to do a shot-by-shot analysis and redesign but to give back a critical assessment of the areas that might be discussed and improved regarding collaboration and critical reflection. This redesign layers upon the current plan changes that enhance peer interaction, critical self-analysis, and cross-disciplinary thinking on how such processes might help when teaching 11- to 12-year learners. Criterion 1: Emergence of Criteria for Partnership and Reflection Original Lesson Context: The preceding lesson was about book review writing and did not incorporate elements for peer interaction or for reflecting on feedback (See Appendix A). Redesign: The students will be asked to engage in Collaborative Peer Feedback and Reflection Circles. Activity: At this stage, the students will be required to form groups to discuss the feedback to be provided on individual work before proceeding with individual work. They will find the Emotions video and the How Not to Respond to a Book Review video together. Subsequently, each group shall conduct a Collaboration Circle where respondents will be involved in structured discussions. Distribution of such roles as the Facilitator, The speaker of Notes, the Reflecting person, and the Presenter makes every learner participate equally and enhances learning. The group discussion will center around critical questions such as: 1 What are the most appropriate ways of delivering feedback and receiving feedback? 2 In what way can these strategies be implemented for our book reviews? Suggested Teacher Talk: "Now that you have watched the videos let us form groups and discuss the following: What are the features of good feedback? How can students and teachers use this idea in their book reviews? As you know, everybody is an actor, so use your experience and actively share your points of view! Justification (Critical Thinking): This cooperative learning enables the students to interact with their counterparts and helps them achieve higher-order thinking skills. Engaging students in structured peer feedback enables them to evaluate the substance of the materials shared by fellow students and the feedback process (LibreTexts, n.d.). These reflection circles help improve the metacognitive skills required to write good papers as students wrestle with understanding the role of feedback in the process. Criterion 2: Enhancing the Engagement Opportunities for Partnership and Metacognition Activity: When writing their book reviews, students shall write them with the intention of submitting them through two-part peer review feedback. During the first stage, the students will submit reviews to their group members and receive feedback on the arguments' structure, clarity, and strength. They will be using thinking Routine Compass Points, including the need to know, excite, stance, and be worried. After the classmates have given their feedback, the students will review the reviews they received and pen a small journal entry about how the feedback they received affected and shaped the modifications and how they developed an understanding of feedback during the exercise. Suggested Teacher Talk: "In reflection on your group feedback, think whether this has helped or hindered your writing. Write an entry in your journal centering...