Student Response and Assessment Tools

Lesson Idea Name: Second grade math word problems.

Content Area: Math
Grade Level(s): second
Content Standard Addressed: MGSE2.OA.2 Fluently add and subtract within 20 using mental strategies.8 By
end of Grade 2, know from memory all sums of two one-digit numbers.

Technology Standard Addressed: Develop and design Digital Age Learning Experiences and Assessments

Selected Technology Tool:

Socrative iRespond Quizlet Plickers Kahoot! Office365 Forms
Other:
URL(s) to support the lesson (if 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) laminated Plickers cards.
Type of session:
Teacher-Paced Student-Paced
Blooms Taxonomy Level(s):
Remembering Understanding Applying Analyzing Evaluating Creating

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

I chose to differentiate my assessment according to the needs of my students. I am using both a high tech
and a low-tech assessment.

The do now consists of the same word problem, using different numbers each day. After a 5-minute
warm up practicing our math facts, differentiated to each students level, we start on our do now. The
anchor chart is on the wall for reference.

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After our do now, we will review the activity using the anchor chart and work through the problem
together.
I do- I will model how to solve 5-word problems on the board. (10 minutes)
We do_ in our established groups, the students will work on a worksheet to solve the word problem,
showing their work by circling numbers, underlining the question, etc. students are working. I am working
with groups as they need assistance (30 minutes)
Using the two different ways of SRT, the students will be assessed on their mastery of the standard.

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: (What will the students do? What will the
teacher do? What materials are needed? How long with the activity last?)

All students will be in their seat facing the teacher. Students using the Plickers activity will have laminated
cards. Students doing the Socrative assessment will have devices or computers. The teacher will be directing
the students in performing the assessment. Materials needs are devices, Plickers cards and a teacher device.

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.)
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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? Word problems continue to be a standard throughout elementary school because of their
challenging nature and because they require a proficiency in language in addition to math fluency skills.
Immediate review is important to retention of the material.

Describe what will happen AFTER the SRT activity? After the SRT activity, we will be reviewing the answers
and reinforcing the lesson.

How will the data be used? What data will be collected because 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 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 data will be used to both inform the type of homework that goes home. Homework assigned will be
completely independent work. Some students may need to reinforce math fluency skills where some students
a do the work independently.

The data will also be used to inform the remainder of the lessons, and for remediation purposes.

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?)

What I hope to learn is what students can master the language and math skills necessary for this lesson. I
hope to learn about my special education and ESOL students and their fluency in language and math.

(Optional) Other comments about your SRT activity:

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Student response systems can be hand haled or web based response submitted to the teacher through different
manners. It is designed for the teacher to input questions, and the students responds. It allows the teacher to
collect data in real time. They provide formative assessment data and helps to guide instruction to teachers.
They also help to engage learners. They encourage participation and accountability from every student in the
class.

One of the most exciting uses of student responses systems is the increase of student engagement. In relative
anonymity, student can submit answers that will then appear on the white board. Students vote on the best
response and the result of the voting may result in more carefully thought out, crafted answers.

In a typical class, one student may make an off-topic comment, which can derail the discussion. When all
students post their answers, the overwhelming response of on topic responses can reduce the impact of a few
off-topic comments.

Electronic response tools can also tempt shyer students to participate. ESOL students who have a stronger
writing and reading ability may participate more fully.

Additionally, when students believe they have a voice in how the discussion proceeds, this may create a lifelong
learner.

As a special educator and one who is Interested in including students who may not be able to participate in
traditional ways, I am excited about these opportunities. I plan to use both high and low-tech Student Response
and Assessment Tools. I am also excited about quicker access to assessment tools and the ability to adjust my
instruction to meet the needs of my students.

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