Professional Documents
Culture Documents
A02235535
11/27/2017
Process Drama Facilitation Reflection
The strength of this session lies in its potential for transferability. The basics behind the
essential questions and enduring understandings are communicated well and in ways that engage
the participants. I am also proud of the fact that in our lesson design, we used technology to
enhance the drama, but we did not rely on it. I devised the idea and created the videos, and audio
recordings to separate the teacher from the facilitation, in order to help suspend the disbelief of
the students. It turned out so well! The assessments were effective, but the responses to the
academic prompt were basic because we ran out of time toward the end of the facilitation. They
were, however, right on track toward demonstrating that the students learned what was intended
of them.
If I were to update the session design, I would include notes to preface certain activities
that have the potential to include violent scenarios with a few more guidelines. I would build in
the opportunity to transfer their knowledge about diplomacy to local and national contexts at the
end of the second day of the drama. I would design an activity at the beginning of both days to
get the students on their feet and focused for the day. We would have had to change the
vocabulary used in some of the activities, especially the history excerpt which my partner wrote,
to be more age appropriate if we were to take the activity to a fourth-grade classroom. I am also
interested to know how the group activities we designed would have worked with a larger group
for me to alter my vision of the goals and process of building the lesson plan in order to fit hers.
When brainstorming the lesson plan, my partner was comparatively unavailable, and it was only
after I had come up with a framework for the drama that she started expressing her ideas. It was
far more difficult to fit my design around her ideas than if we had been able to work together
from the beginning. Once the framework was built, I was able to delegate the tasks evenly
between us, and she completed her tasks, and I completed mine, separately. The difficulty was in
getting our task designs to come together and create a cohesive world, with synergized goals for
our students.
My partner and I struggled to work together, and I tried to take the opportunity to listen to
her ideas and try a new thought process. I tried to be considerate of her ideas, and included them
even when I disagreed with them. I realized I really do need more practice when it comes to
facilitated it together, and in spite of our differences, we were able to teach something, and I’m
proud of that.