Page 50 - @ccess 3 Teacher´s Book

Activity 38
• Help your students complete
the self-evaluation chart by
answering any questions they
may have about the points
raised and what they refer to,
and make sure your students
complete the evaluation
chart honestly.

• Remember, you may use
other charts (either the ones
included in this guide or others
prepared by you or adapted
from other practices) to have a
better picture of your students’
performance.

• Remind your students to go
back to the chart in Activity 5 to
check if you completed it, and
if there is something you need
to go through again so that you
include that detail in the lesson
planning for the subsequent
practice.

Activity 39
• Encourage students to reflect on
their performance related to the
product. It is essential to focus
on the good points and the ones
they could improve.
• Reflect on whether or not
you need to make any changes in this practice for the upcoming practices. Remember that besides the
students themselves, there are a number of factors that impact learning, and some of them are beyond
your control. Expend your energy on the former, rather than on the latter.
• Remind your students to check and verify the opinions of their emotionaries from Activity 37 and 38, so
they have more evidence for answering this chart.
• Explain the importance of valuing not only their performance, but also the final product at the end of the
social practice.
Activity 40
• Remind students of the importance of assessing peers and, chiefly, which values should be shown to
others. Help them recognize when assessment is expressed in an unhelpful manner (for example, with a
condescending or sarcastic tone), so they can rectify and make good use of this space.

• Although for editorial reasons we have this assessment at the end of the practice, you may use some items
beforehand and have some space for assessing how things are going within the teams.

• Provide your students with tools or snippets that might help them be on the lookout, so they can detect
potential stumbling blocks while they are still correctable.

Teacher’s Book / Practice 2 49