4 SRT Lesson Idea 2016

STUDENT
RESPONSE AND ASSESSMENT TOOLS

Name:
Brooke Henderson
Grade Level: Kindergarten
Content Area: Life Science
Standards Addressed: SKL1> Students will sort living organisms and non-living materials into groups
observed by physical attributes.
A) Recognize the difference between living organisms and nonliving materials
Student Response Technology Used:
NearPod
Socrative
PollEverywhere
iRespond
TodaysMeet
Other:
Technology that students will use to respond to questions/prompts:
Computer
Hand-held student response system (such as iRespond)
Tablet (such as iPad
Phone
Other wireless device (such as iPod Touch)
Describe the instructional activities that will occur prior to the SRS activity and how you will
introduce the SRS activity: Before the activity the students will have gone through the whole chapter
specific to this standard. They will be quizzed a few times before the test on the content. I will introduce
SRS activity by saying I would like to make sure everyone is understanding the material.
Describe the purpose of the SRS activity (check all that apply):
Assess Prior Knowledge
Misconceptions
To Illuminate Common
Formative Assessment of Content Knowledge (for purposes of differentiation and
mastery for ALL students)

Survey/Poll
Anticipatory Set (Create Interest in a Topic)

Summative Assessment of Content Knowledge
Discussion Starter
Homework Collection
Test Preparation
Other
Additional explanation of purpose (optional):

Type of session:
Teacher-Paced
Student-Paced
Identification of students:
Students will log-in so their individual scores will be available to you after the session
SRS activity will be anonymous
Briefly describe what will happen during the SRS activity (For example: What will students do? What
will the teacher do? What materials are needed? How long will the SRS activity take?):
I will have gotten the class set of iPads for the class to use for this activity and the activity should take
about 5 minutes to maybe even 15 or 20 minutes, Which all depends on how long it takes the students to
take the quiz. I will mainly be walking around the class observing, however if they have any questions I
will try and help to the best of my ability.
Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Types of questions/prompts (Check all that apply):
Multiple choice
or fill in the blank
Multiple Select
True/False
Yes/No
Short open-ended response
Longer open-ended response
Provide samples of questions/prompts to be given to students: A _____ is a living/nonliving organism

True/false

STUDENT RESPONSE AND ASSESSMENT TOOLS

give an example of a nonliving organism Short answer
Is _____ an example of a living or non living organism Yes/no
Right/Wrong Answers: Will there be right/wrong answers to these questions?
Mixed (Some will have correct answers, others will not.)
Yes
No
Immediate corrective feedback:

Will you pre-select correct answers to some or all of the questions and display correct response to the class
after the SRS activity?
Yes
No
Why or why not? For multiple choice or true/false questions there will be a right or wrong answer. For
short answer I will be looking for a specific answer.
Use of data: What data will be collected as a result of this activity? How will it be used and by whom?
(For example: Will information collected from this activity be used to award a grade? Will the individual
information collected be shared with students and/or parents to help them monitor individual progress?
Will you discuss the aggregate, anonymous data with the whole class to help them learn? Will you use data
to differentiate instruction for students, if so describe how.)
The information collected from this activity will not be used as a grade, but more as just for practice. I will
use this information to see if there are any misunderstandings or if the children need more help.
Describe what will occur after the SRS activity:
After this activity I will be able to look at the responses that the students responses to see if there are any
misunderstandings.
Describe your personal learning goal for this activity. (For example: What are you trying that you have
not tried before? What do you hope to learn from this activity? How do you hope it will help students learn?
You must design something that will help you learn something new. Honor system!) :
What I learned from this is that I will be able to see what the students understand and do not
understand and then reflect on my teaching overall.
Other comments about your SRS activity (optional):
N/A

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STUDENT

RESPONSE AND ASSESSMENT TOOLS

Other wireless device (such as iPod Touch)

Formative Assessment of Content Knowledge (for purposes of differentiation and

mastery for ALL students)

Anticipatory Set (Create Interest in a Topic)

Additional explanation of purpose (optional):

Short open-ended response

Longer open-ended response

Provide samples of questions/prompts to be given to students: A _____ is a living/nonliving organism

STUDENT RESPONSE AND ASSESSMENT TOOLS

Immediate corrective feedback:

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