Gloria Reflection

Overview

In this final unit session, students reflect on their learning journey through Douglas Wright’s Gloria, review what worked, and give constructive feedback to improve future dance and drama work. They also set personal next-step goals for further dance studies.

Learning intentions

• WALT: Reflect on learning experiences throughout the unit.
• WALT: Provide feedback on the unit’s effectiveness and on personal progress.
• WALT: Use reflection journals to assess strengths and areas to develop.

Success criteria

• I can describe what I learned (skills, understanding, and choices) across the unit.
• I can give specific, respectful feedback on what was effective and what could improve.
• I can identify one goal for future learning and explain how I will work towards it.
• I can show self-management by completing my reflection journal thoughtfully and on time.

Curriculum links

• Creative Arts: develop and refine skills in creating, interpreting, and presenting performance.
• Creative Arts: use critical thinking to evaluate own and others’ work, and explain artistic choices.
• Key competency—Thinking: use feedback and reflection to set next steps.
• Key competency—Self-management: plan, monitor, and adjust learning.

Lesson structure (50 minutes)

1. 0–5 — Settle & WALT reminder Students enter with their unit reflection journal. Teacher revisits today’s WALT and explains that the focus is on thoughtful evaluation, not performance perfection.

2. 5–15 — Quiet reflection journal write Students complete a “3-2-1” reflection: 3 key learnings, 2 moments they used feedback effectively, 1 skill they will practise next. Teacher circulates, checking clarity of written responses and offering dyslexia-friendly reading support (see Resources).

3. 15–25 — Unit effectiveness feedback (structured) In pairs, students share one “what worked” and one “what we could improve” using sentence starters:

• “This helped us because…”
• “Next time, I would change…”
• “I noticed improvement when…” Teacher prompts students to keep feedback specific, respectful, and grounded in evidence (e.g., rehearsals, discussion, rehearsal changes).

4. 25–38 — Group synthesis: feedback to the class Groups of four compile a short class list: 3 effective elements of the unit and 3 improvement ideas. Teacher records responses on board under headings “Keep”, “Change”, “Try”. Students choose one item they personally agree with and explain why in one sentence.

5. 38–45 — Goal-setting: future dance studies Students write a SMART-style goal for future dance studies (or drama movement-focused work): one area to develop, one practice strategy, and one checkpoint date. Teacher models an example linked to effort and process.

6. 45–50 — Share-out & exit ticket Volunteers share their goal. Final exit ticket: “One learning I’m taking forward is…” and “One feedback I will act on is…”. Teacher checks for completeness and supports those needing clarification before leaving.

Resources

• Unit reflection journal (provided earlier in the unit)
• Sentence starters for feedback (on strips or board)
• Board/markers for “Keep / Change / Try”
• Timer and “3-2-1” reflection prompts
• Dyslexia-friendly option: audio-recordable reflection template or teacher-read checklist
• Alternative writing supports: large-font prompts, coloured paper sections, or graphic organisers
• Optional calming space corner for students who need reduced stimulation
• Peer feedback protocol card (respectful, specific, evidence-based)
• Goal-setting template with simple headings: “I want to… / I will… / I’ll check…”

Assessment

• Formative assessment through the reflection journal: quality of evidence of learning and thoughtful feedback.
• Formative assessment via exit ticket: clarity of next steps and ability to act on feedback.
• Teacher checks success criteria descriptors during circulation and at the end-of-lesson submissions.

Differentiation

• Use reflection journals for personal assessment; students can choose between short written responses, bullet responses, or voice notes transcribed by the student.
• Provide guided sentence starters and exemplars to support students who need structure.
• For students with dyslexia or reading difficulties: offer the prompt as a teacher-read audio script, larger font print, and reduced text density per page.
• Extension for advanced students: require students to link their feedback to specific rehearsal or performance decisions (e.g., how an interpretive choice changed audience impact) and justify a future goal with a rehearsal plan (time, method, and what success looks like).

Extension (optional)

• Set goals for future dance studies: students write a brief rehearsal plan (3 steps) and one measurable indicator of progress (e.g., “I will demonstrate a controlled change of level in every phrase” or “I will use feedback to adjust timing within one week”).