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06 Student Response Tools Lesson Idea Template

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47 views2 pages

06 Student Response Tools Lesson Idea Template

Uploaded by

api-475978256
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: Volume of Cones, Cylinders, and Spheres


Content Area: Geometry
Grade Level(s): 9th
Content Standard Addressed: MGSE8.G.9 Apply the formulas for the volume of cones, cylinders, and
spheres and use them to solve real-world and mathematical problems.
Technology Standard Addressed: 4a. Students know and use a deliberate design process for generating
ideas, testing theories, creating innovative artifacts or solving authentic problems.

Selected Technology Tool:


☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):
https://create.kahoot.it/share/volume-of-cones-spheres-and-cylinders/0a23b4df-ff1b-4bae-a1dd-
4633a5ae0007
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): The content I am looking at is applying the formulas for cones,
cylinders, and spheres to solve for real-world mathematical problems. Based on the universal design for
learning, my task using Kahoot is going to allow students to put their knowledge to the test. By allowing my
students to use the Kahoot Software, they will be able to display all areas of UDL: Engagement,
Representation, and Action & Expression. Students will be engaged through positive competition with others
in the classroom. They will be actively engaged in real world problem solving. Lastly, they will display Action &
Expression by having them come up with their own question about finding volume for one of those shapes
that is meaningful to them and applies real world application.

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, student will be prepared with a power point lesson that introduces the volume
formulas for cones, spheres, and cylinders. They will also have a worksheet for them to complete for
homework so that they get more practice. I will introduce the SRT activity by pulling up the Kahoot page on a
smart board or projecting it from my laptop. Students will enter the game with the pin on their phones and
then I will explain the rules for those who have never used Kahoot before.
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):

Spring 2018_SJB
Student Response and Assessment Tools
Briefly describe what will happen DURING the SRT activity: During the SRT activity, the teacher will
facilitate the Kahoot game. They will be responsible for starting the Kahoot, clicking through the questions,
and monitoring student responses. The students will be responsible for participating in the game and trying to
get as many correct responses as possible. The game will show the top 5 students after each question. The
activity is only 10 questions, so I anticipate it lasting about 15 to 20 minutes at the most.

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?

Describe what will happen AFTER the SRT activity?


After the SRT, I will have the students reflect on the questions they just answered. I will lead a class discussion
on any final misconceptions. I will then close with an exit ticket that is a challenge question that students will
try to solve before they leave.
How will the data be used? The data that will be collected is a list of responses for each mathematical
question posed. I will be able to assess who all got each question right and who all got the questions wrong.
Since this is a review for a quiz, the top 5 students will receive bonus points on their quiz. I will structure it
based on their placement. First will get 5 points, Second will get 4 points, Third will get 3 points, and so on.
Describe your personal learning goal for this activity. I hope to learn how the students respond to this type
of review verses doing a worksheet. I hope the students will be satisfied with their knowledge of volume for
cylinders, cones, and spheres and feel prepared for the quiz after this review.
Reflective Practice: I feel confident that this activity will help students review for their quiz while also
appealing to their competitive nature. This lesson will encourage student learning by helping them to assess
what they do and do not understand about the content. To further extend the lesson, I could have students
create their own review game. In other words, I could ask them to come up with questions that they think
they should know in order to pass the quiz. I will of course give some guidelines to steer their minds in the
correct direction, but the review would ultimately be their creation.

Spring 2018_SJB

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