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06 Student Response Tools Lesson Idea Template

The document describes a lesson plan using Plickers as a student response tool for a kindergarten math lesson on addition and subtraction. The plan includes standards addressed, a description of the activity, sample questions, and how student data will be used and analyzed.

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79 views3 pages

06 Student Response Tools Lesson Idea Template

The document describes a lesson plan using Plickers as a student response tool for a kindergarten math lesson on addition and subtraction. The plan includes standards addressed, a description of the activity, sample questions, and how student data will be used and analyzed.

Uploaded by

api-446658618
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Student Response and Assessment Tools

Lesson Idea Name: Adding and Subtracting Numbers


Content Area: Math
Grade Level(s): Kindergarten
Content Standard Addressed:
MGSEK.OA.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using
objects or drawings to represent the problem.
Technology Standard Addressed: 3. Knowledge Constructor
Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☒ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://www.plickers.com/seteditor/5c881cc487dce400045fe0ca
https://www.plickers.com/seteditor/5c881e005ae4e9000470a481

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):


For the ELL students in my class I would change the language on their end so they can participate in the
classroom assessment. For the students in my class who have vision impairment and couldn’t see the card or
the questions I would say each question and answers. I would also allow that student to shout out their
answer.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
To begin this activity, I would describe what Plickers are and how to use them. I would then show the cards
and show how to turn the card so that it shows what letter they chose so I could scan them from my iPad.
Next, I would do a pretest so that the students could get use to the cards and how to use them. The reason I
would do the pretest is so that during the actual assessment they wouldn’t get one wrong because they might
of turned the card the wrong way or upside-down.
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 this activity the students will be at their assigned desks with their assigned numbered card. The
teacher will be at the front of the class with the iPad. The smart board or projector will be on so every student
can see the question and then the correct answer after everyone has answered. Once the teacher is ready to

Spring 2018_SJB
Student Response and Assessment Tools
begin, he/she will display the first question on the screen. The teacher will then read the question and the
answer choices. Then the children will think about the question and turn their card with their letter choice at
the top facing the front of the classroom. Once each child has their cards up the teacher will then take the
iPad and scan each card by standing in the front of the room. After the cards are scanned the students can
put their cards down and the teacher can display the results. Materials for this activity include the special
Plickers cards, iPad, computer and a smart board or projector. This activity should last 25-30 minutes long and
during that time the students will answer questions and the time left over will give the teacher a chance to go
over wrong answers.
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?
This activity will have pre-selected correct answers because it will allow the students to use their brains to
figure out the math problems and if they get it wrong it shows them the right answers. Once the right answer
is shown the teacher can then go over how the right answer came about.

Describe what will happen AFTER the SRT activity?


After the Plickers activity the children will place their card in the center of their table groups, so they don’t
lose them. The teacher will then go over the wrong answers that the children got most wrong. Plickers
automatically grade each student answer and give the teacher data over each student. Once the questions
have been gone over the teacher can then take time to look over each student to see if they are on the right
path over that particular content.
How will the data be used?
As a result of this activity a lot of data can be collected such as: which question(s) were the most missed,
which child isn’t on the right path, what the teacher needs to go over again and what areas the students
understand. The results can be beneficial to the teacher because it can spot light each student on their own
progress. If this activity was used for an assessment, then the results that were collected from each student
will be counted as a grade. But if this activity was used for practice then this activity will not be counted for a
grade. After each question is answered I will display the correct answer and then show every student answer
but only the child’s assigned number will show. By doing this it will allow the class to see their progress on
certain areas.

Describe your personal learning goal for this activity.


From this activity I hope to see student’s progression and achievement. I hope this helps students learn by
showing them that every voice matters and that its okay to have a wrong answer than no answer. From this
activity I hope to learn that every report on every student matters and can have a lot of benefits.

Reflective Practice:
Spring 2018_SJB
Student Response and Assessment Tools
After designing this lesson, I planned on using this activity as an introduction to addition and subtraction. I
would also use this lesson as practice and assessments, but I would change the numbers in the problems. To
extend this lesson I would divide my students into groups and allow them to use teamwork to come up with
answers to the problems. By allowing students to be in groups it give the students other ways to solve
problems that they might not have thought of.

Spring 2018_SJB

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