Early on, the Seniors didn't really take the review seriously. When I started with the activity of the POs on the boards at each of the groups, their work was sub-standard (except maybe Bia). The POs they turned in and shared with each other were better, but the biggest improvement took place after they took their first (paper 3) mock. I decided, after that mock, that the POs would be more beneficial to them if - instead working on them in class - they finished their POs before the period and present them to their peers during class time.
I felt that - because of the large amount of POs - my Senior class did not read the POs created by everyone. And, since people weren't using them, my classmates had a reason to slack off. But this year, by having the Seniors present to each other, I feel like I'm making them more accountable for their studying (and that of their peers as well). Also, by watching the presentations, students will learn how to construct more effective POs - include everything they have to, elaborate on analysis and historiography, and incorporate sufficient detail - which will hopefully increase their essay scores. And, finally, the individuals cover more content with the presentations because they are being given more exposure than they would have if they were to do, simply, a response to one prompt for each unit.
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