Tabroom Ballot Activity

TABROOM BALLOT REFLECTION A Class Activity for All Levels Helping Students to Access Their Ballots First, students must...

0 downloads 45 Views 842KB Size
TABROOM BALLOT REFLECTION A Class Activity for All Levels

Helping Students to Access Their Ballots First, students must register for their own Tabroom.com account. Second, they must be linked to their entry record on your roster. You can either link them yourself by clicking the Students tab when you first log in, and then the name of the speaker, and entering the email address they used to sign up for Tabroom in the "Link to a Tabroom.com Login" box at the top. You can also un-link students here, if say a student's record were linked to the wrong account. Students can also request a link themselves, if they click "Link your account to a student" under the "Your Account" menu at right when they first log in. That will help them search for their name and school and request a link. You will have to approve this link for them to see their own results; when your Students tab (when you first log in) turns red, that means there are pending requests for you to approve. Once their account is linked to their record, then logging in will reveal their competitive history and clicking on individual rounds at tournaments will show them RFDs and Comments if the judges entered any.

Reviewing All Ballots via a Coach’s Account If a teacher needs to they can review their student roster’s ballots in Tabroom. First, log in to Tabroom and click on the Results tab (see below).

Once you are on the Results page, click on the blue Results button next to the relevant tournament. Once the new page loads there will be menu titled School Results on the right side of your page. If you click Show Ballots the next page will list the names of each student/partnership that competed in an event with digital balloting. You can click the eye button to see those ballots. Additionally, you can download a PDF of all ballots from a tournament by clicking on Print Ballots.

Tabroom Ballot Refection Activity|

1

ESSENTIAL QUESTION • How can a competitor use Tabroom ballots to improve their in-round performance? ACTIVITIES: • (optional) Students will create Tabroom accounts. • (optional) Students will log into Tabroom.com and access their ballots. • Students will read ballots from past tournaments and sort their feedback using a worksheet. • As a group, students will review feedback to observe trends and themes. • As a group, students will provide guidance/peer coaching to their classmates. • Students will create a plan for their own competitive skill improvement. MATERIALS NEEDED: • Tabroom Ballot Access or Paper Ballots (may need to copy for partner events) • Feedback Summary Chart (Worksheet) • Writing Utensils • Post-It notes – Two Colors OVERVIEW OF LESSON: Often, students read their ballots but do little work to evaluate the feedback given and then incorporate that feedback into their future performances/speeches/debates. Through individual and group work as well as teacher guided discussion, students will students will collaborate with team/classmates to evaluate their ballots/judge feedback and explore ways to use that feedback to improve their own performances/speeches/debates.

Tabroom Ballot Refection Activity|

2

ACTIVITY DETAILS: Time 0:00 – 0:05

0:05 – 0:15

0:15-0:20

0:20-0:30

0:30 -0:35

0:35 – 0:38

Content Introduce the lesson to the students by asking them to log-in to Tabroom or by providing them paper copies of their past ballots. If students compete with a partner give each partner a copy of the paper ballot. Ask students to read their ballots to themselves/individually. Provide each student a feedback chart. Ask them to transfer important phrases, words, or feedback to the chart – both positive feedback (things they were doing right) as well as constructive feedback (the things they need to do to improve). If needed, require students to do a minimum number of elements for each type of feedback. Have them also do the three step reflection at the bottom of the page. Once students have completed the transfer of the most important words and phrases ask them to pick one from each column to write on a post it. Direct the students to write positive comments on one color post-it and constructive feedback on the other color. Also ask them to write their name on the positive post-it. Have students place their constructive feedback post-its on the board or a wall. Once all post-its have been posted, ask several students to come up and group the feedback into themes or types. Themes to suggest – vocal issues, body language, organization, evidence issues… or any other theme that you see amongst the feedback. Once the students are done grouping, lead a discussion amongst the class about trends they see and with them explore why they think those trends are happening. Some same questions to ask the students, • What do you see as the biggest issue we as a class/team are facing? • Are our most common issues because of lack of preparation? Or are they things that are happening in round? • Which feedback did you “know already” was an issue? Have you heard this feedback before? • What feedback is most surprising to you? • What does this feedback tell you about judges at this tournament? (Focusing on regional styles or other non-judge-bashing-issues.) Have students make some reflective notes on the back of their feedback sort sheet. What is the thing (or things) they feel they can most easily begin to work on improving? What is the thing that might take a while to change/improve? Walk around and monitor what the students are writing – make sure that they are writing things that they actually have power over and that they are taking ownership of their potential for growth and improvement. Allow students to share out if they’d like. Alternatively, you could have students share with a small group the things they think they can do to improve.

Tabroom Ballot Refection Activity|

3

0:38-0:40

0:40 – 0:45

0:45 – 1:00

Have students place their positive post it on their desk or spread out around the room. Then give them two minutes to walk around and look at the positive feedback their class/teammates received. Ask them while they are reading to look for someone who received positive feedback in an area they themselves received constructive criticism (ie – look for someone who did the thing you’re needing to improve well.) Ask students to share what they discovered. Discuss with the students about how they can help each other to grow as competitors. Be deliberate about not letting one student receive all the praise. If needed, you can walk around and point out the positive things the students have on their post-its (so that each student has an opportunity to receive recognition. End the activity by asking students to reflect once more about what they think the judges are looking for and how they can better adapt their pieces / adapt their arguments to be more successful. First have them write then, again, share out as time permits.

Potential Extensions: •

Have students come back to these charts after each tournament and update their charts and their reflections. This activity can be repeated as often as needed.



Ask students to track their feedback for an entire season. Before districts have them reflect upon how far they’ve come and what last adjustments they can make to “keep it fresh.”



Discuss with students what makes feedback useful and constructive. Have them practice judging each other and giving well-written ballots.



Record performances/arguments and have students judge their own work using an NSDA ballot – require them to justify their feedback in the same way a judge (hopefully!) might do.



Discuss with students how to respond to poorly-written/offensive/problematic feedback. Not all judges give feedback that you should incorporate. How do you determine which feedback is worth “listening to” and which feedback isn’t?

Tabroom Ballot Refection Activity|

4

TOURNAMENT NAME: ____________________________ COMPETITION EVENT: _________________

POSITIVE FEEDBACK

CONSTRUCTIVE FEEDBACK

The things the judge felt “worked,” were persuasive, or that I did well.

The things the judge felt did not work, were not persuasive, and that I need to change or improve.

WHAT DO YOU THINK? 1 - Circle the piece of positive feedback you are most proud to receive. 2 - Put a star next to the feedback that is surprising to you – it can be positive or constructive. 3 - Why are you surprised to receive that piece of feedback? Explain below. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Tabroom Ballot Refection Activity|

5