I didnt allow the students to pair or group their

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I paired students up or group them together according to their needs. I didn’t allow the students to pair or group their selves together. Instead, I grouped them in what they thought was a random manner. I numbered the students “randomly” then I told the students to pair or group together with certain numbers. This practice helps to eliminate students pairing up with friends and “that student” being left out with no one wanting to partner with them. Also, it helps to promote relationships to be built with students who they may have never thought they would be friends; thus, promoting a positive environment.
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A specific example of how I provided an opportunity for the students to reflect on their learning is, when the students used a copy of the grading rubric to make sure that their butterfly/moth nonfiction book project had all of the necessary components to pass the assignment. Allowing the students to have the rubric in hand gives them control over their grade which helps them to feel empowered- more invested. Lastly, I reflect one specific example of how I promoted the use of academic language is having the students being responsible to use academic language in their daily written assignments. Every time the students were required to draw and label the butterfly or moth lifecycle stages they were expected to use key vocabulary terms that were taught during the lesson.
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