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Student Response and Assessment Tools

Lesson Idea Name: “Money, Money, Money”


Content Area: Mathematics
Grade Level(s): 2nd grade
Content Standard Addressed: MGES2.MD.8: Solve word problems involving dollar bills,
quarters, dimes, nickels, and pennies using $ and cents symbols appropriately.

Technology Standard Addressed: 1. Empowered Learner

Selected Technology Tool:


☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): Not applicable

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):


Universal Design for Learning was incorporated into this lesson because it allows students to
work at their own pace, contains visuals, opportunities to use various strategies, and contains a
variety of different types of questions. They have the opportunity to stop, think, and work out the
answer on their own time before moving on to the next question. This assessment is also easily
accessible and can be reached on any device with Internet/WiFi.

Describe the instructional activities that will occur PRIOR to the SRT activity and
how you will introduce the SRT activity.
Instructional activities for this standard that will occur prior to the formative assessment is a
work task for students to work on. The lesson will be a workshop model lesson to introduce working
with a story problem and manipulatives to promote conceptual understanding. Within the next day
or so, is when I will give this as a formative assessment after sufficient scaffolding of the concept.

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):

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Student Response and Assessment Tools
Briefly describe what will happen DURING the SRT activity:
The activity should last around 35 minutes in order for students to complete the questions correctly
and showing their work on scratch paper. I will present them with the link and room code first. I will
wait until everyone has completed this step and let them begin. Students will independently work on
the questions
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): Listed in my Weebly.
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 your 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? The multiple choice and true/false questions will show immediate feedback but the
open-ended response will not because there could be more than one correct answer. I will conference
with those that got those questions incorrect.

Describe what will happen AFTER the SRT activity?


After the SRT activity, students will continue practicing this concept with guided lessons in the
coming days. I will take the feedback from the formative assessment and analyze strengths and
weaknesses. This will be the basis for further instruction and intervention if needed.

How will the data be used?


Students will be given a quiz/classroom assignment grade for their accuracy on this assessment. I
will share the feedback with students in group conferencing or individual conferencing based on
common misconceptions of the concept.

Describe your personal learning goal for this activity.


My personal learning goal for this activity is to provide a fun and engaging way to practice a
concept. This will be the first time I use this type of program with my students and I am hoping that it
keeps them more on task and focused.

Reflective Practice:
I feel as though the activities that I created impact student learning in a positive way. It has lead
me to believe that it will provide them away to self-monitor while also giving me the option to
monitor. It can also be used as a great “practice” quiz if students feel as though they are not confident
in their abilities when it comes to test time. To further extend the lesson, I could have students pull it
back up, after I have slightly changed the numbers in the problems, and have them study with it
during a class “race” on the program. Games are always a great way to get students to have fun
reviewing for a test or quiz.

Spring 2018_SJB