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Student Response System (SRS) Activity

Name:Matt Herndon
Grade Level: 9-12
Content Area: Physics
Standards Addressed: Georgia Standard SP3 parts c-e addressed.
Student Response Technology Used:
Quizlet
NearPod
Socrative
PollEverywhere
iRespond
TodaysMeet
Other: Plickers
Technology that Students will use to respond to questions/prompts:
Computer
Hand-held student response system (such as i-Respond)
Phone
Tablet (such as iPad)
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: This is a short, end
of unit assessment dealing with momentum and impulse. Prior to this
activity I will have had completed a unit on momentum and impluse and
will then introduce this assessment to guage student's conceptual
understanding of the matierial.
Describe the purpose of the SRS 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 purposes of differentiation and mastery for ALL students!)
Summative Assessment of Content Knowledge
Test Preparation
Survey/Poll
Discussion Starter
“Homework” Collection
Other
Additional explanation of purpose (optional): type here
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 teacher do? What materials are needed? How
long will the SRS activity take?):
Students will each be logged into the Plickers roster and assigned a number.
They will be given a piece of paper with a shape that correlates to the number
they are assigned to. The question will be displayed on a screen in front of the
class and read aloud by the teacher, along with the multiple choice answers.
Each student will hold up their paper and rotate it so that the letter they believe
to be the correct answer is at the top. The teacher will then scan the room with a
phone or tablet, digitally recording each student's response. The correct answer
will then be shown along with the amount of students that chose each answer.
Incorrect answers and misonceptions will be discussed, and the next question will
be presented. Each students will need their distinct paper and the teacher must
have a method to display questions and digitally record student answers. Since
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immediate feedback and discussion of misconceptions will be occuring throughout
the lesson, the time is variable. Ideally this would be around a 20 question
assessment wich would likely take up the entire class period.
Bloom’s 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
Multiple Select
True/False
Yes/No
Short Open-ended
response or fill-in-blank
Longer open-ended response
Provide samples of questions/prompts to be given to students:
Compared with falling on a wooden floor, a wine glass may not break when falling
on carpet because ________.
A: The force of impact is smaller
B: The force of impact lasts longer
C: Less momentum is transferred
D: More momentum is transferred
Right/Wrong Answers: Will there be right/wrong answers to these questions? :
Yes
No
Mixed (Some will have correct answers, others will not.)
Immediate Corrective Feedback:
Will you pre-select correct answers to some or all of the questions and display the
correct response to the class after the SRS activity?
Yes
No
Why or why not? Immediate feedback is necessary so that common
misconceptions can be indentified and discussed while they are still fresh in the
student's minds.
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 data will be used by the teacher and by the students to identify common
misonceptions held by the students. If a large majority of students answer with
the same incorrect answer on a question, I will know that particular misconception
must be widely held and will spend extra time on it. On the other hand, if a
question is missed by very few students I will know the majority of the class
understand that concept. Final results of student responses will be kept and
analyzed to determine how the unit might be modified the next year to address
the more common misonceptions early on in the unit.
Describe what will occur after the SRS activity: After the activity, students
will view their results and be prompted to inquire about any questions they still do
not understand. It may be beneficial to provide extra point on the unit test based
off performance on the Plickers assessment.
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!) Given that I
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have not yet begun teaching, I have not used this lesson idea before. I hope that
it will engage the class more than a written assessment while providing
immeidate feedback for student responses. It will also foster a sense of
commoradary among the students since they are playing against each other;
however students can remain anonymous so that they do not feel pressured or
embarrased for answering questions incorrectly.
Other comments about your SRS Activity (optional): Plickers is a great
assessment tool!

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