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Student Response and Assessment Tools

Lesson Idea Name: Review of Rocks and Formations


Content Area: Earth Science
Grade Level(s): 6th
Content Standard Addressed: S6E5. Obtain, evaluate, and communicate information to show how Earth’s
surface is formed.
c. Construct an explanation of how to classify rocks by their formation and how rocks change through
geologic processes in the rock cycle.

Technology Standard Addressed:


Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating
competency in their learning goals, informed by the learning sciences.
1c
Students use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.

Selected Technology Tool:


☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://kahoot.com/b/
Technology that student will use to respond to questions/prompts:
☒ Computer ☒ Hand-held student response system (like iRespond) ☒ Phone ☒ Tablet (such as iPad)
☒ Other wireless device (such as iPod Touch)
Type of session:
☐ Teacher-Paced ☒ Student-Paced
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL):


Engagement: The students will work in pairs to answers the questions to the game. Students are able to
choose their partners. This way the students who feel most comfortable participating with their friends will
be able to have fun and learn at the same time. Students with disabilities or ELLs, will be able to participate
with the help of their friends.
Representation: This game can be participated with any form of technology. If students have a phone or
computer, they can either log on through the web-browser or download the app to their phones.
Action and Expression: As a class, we will complete the game and move through the game at the pace of the
student. While there is a timer, we will always have extra time to go back over the tougher questions.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Prior to the SRT activity, we will go over the material that is covered in the game. There will be lecture that
covers the material about Rocks and their formations. The students will take notes over the material and ask
any clarification questions that may rise. The notes of the material should take no longer than 2 days
depending on the amount of misconceptions. As we get done going over the material, I will introduce my

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Student Response and Assessment Tools
students to the web-based program, Kahoot. I will explain to the students what Kahoot is and how it will
work. The students will be able to either use their phones, computers in the room or any other form of
technology that will run Kahoot. After I am done explaining what Kahoot is and how we will be using it, I will
give the students the game code and we will begin with the game.
Describe the purpose of the SRT activity (check all that apply):
☒ Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) ☒ To illuminate common
misconceptions ☒ Formative assessment of content knowledge (for purpose of differentiation and
mastery for ALL students) ☐ Summative assessment of content knowledge ☒ Test preparation
☐ Survey/Poll ☒ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity:


During the activity, the students will either work separately or in pairs. Larger groups are not going to be
allowed because not everyone in the group will be able to participate as much as needed. After set-up, I will
give the students a practice so they will get an example of how the game goes. The practice question will not
be related to the material. As the students read the questions, I will listen to any confusion that might pop up.
This confusion will be addressed after the question is answered. The students are expected to read the
questions, discuss with their partners (if they are in pairs) and answer the question to the best of their ability.
The only material that is needed is an electronic device that will support Kahoot. The activity will only last
about 15 minutes, depending on the amount of review needed for each question. There are eight questions
that will be asked.
Type of questions/prompts used in this activity (check all that apply):
☒ Multiple choice ☐ Multiple select ☒ True/False ☐ Yes/No
☐ Short open-ended response or fill-in the blank ☐ Longer open-ended response

If you are unable to provide a working sample of your questions, please list them below (8-10):

Right/Wrong answers: Will there be right/wrong answers to these questions?


☒ Yes ☐ No
☐ Mixed (Some will have correct answers, other will not.)
Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?
☒ Yes
☐ No
Why or why not?
It is important that the students understand the purpose of the activity. If the student does not get
feedback on their responses, then they will not truly understand the material that is represented in the
questions.
Describe what will happen AFTER the SRT activity?
After the activity, I will go over any questions that the students have. If a question was missed badly, I will
directly go over that question. I will ask the class what they thought of the question and why they think it was
a difficult question. Maybe the question was worded weird or the material was not covered as much as need.
Review of the questions will be greatly needed to ensure that reinforcement of the material is given.
How will the data be used?
The data collected will reflect the knowledge of the students. The purpose behind this activity is to see how
much of the information was retained by the students and are able to use the information given. This activity
is mainly going to be used as a review session of the material taught. The game will give a virtual grade for the
student. It will show if the student got the question right or wrong. It will also show how many of the

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Student Response and Assessment Tools
questions the students got right out of the total. If a student gets all the questions right, then they will be at
the top of the leader board. I will give the students a participation grade because it is not a formal, formative
assessment. Instead, it is more of an informal formative assessment just letting me know how the students
are handling the material. I will use this data to go over the misconceptions of the students.

Describe your personal learning goal for this activity.


I am going to use this activity to assess how much of the material do the students know and understand. My
learning is to let the students know more about the information and what kind of questions are expected to
be on future tests and assignments. I hope that this activity will help the students better understand the
material.
Reflective Practice:
I feel as though this activity will open the student’s eyes to let them know how much of the material they
actually know. It will allow the students to know if they need to review the material more or just clear a
common misconception. I hope that this review activity will prepare the students for future tests about the
material.

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