Formative Assessment Activity Samantha Linnell Part One - Planning: Planning Notes: ll teach on Thursday, October 20 - Iwill teach the French and Indian War as a part of the Revolutionary War Unit = The lesson | will each will focus on how the French and Indian War was a cause of the ‘American Revolution - My lesson needs to cover the Proclamation of 1763 and why it is important to the ‘American Revolution - The teacher will reserve a laptop/lpad cart so I can use PearDeck in my lesson - The students are familiar with many different forms of formative assessment, so am flexible in which type of formative assessment | choose Date: 10-20-16 Time (including duration): 50 minutes Class: 8th Grade Social Studies Topic: How the French and Indian War affected the American Revolution Standards for NCSCOS/Essential Standards: - 8.H.1 Apply historical thinking to understand the creation and development of North Carolina and the United States. - 8.H.2 Understand the ways in which conflict, compromise and negotiation have shaped North Carolina and the United States. - 8.G.1 Understand the geographic factors that influenced North Carolina and the United States Activities for lesson: Introduction of the French and Indian War Video that covers the war and its effects on the American Revolution Discussion of the video and addition of all other information Discussion questions that assess if the students understand the material Discussion about why the war was important to the American Revolution Exit ticket activity SSSeNnesFormative Assessment Activity Samantha Linnell Lesson Outline: The French and Indian War * Also called the “Seven Years War" What is it? © The French and their Native American allies fought the British for control of land in North America * Itbegan in 1754 with battles over land borders © Britain officially declared war against France and the Native Americans in 1756 The Video: © Summary of the French and Indian War: © The British tried to stop the French from fortifying the buffer territory in-between their lands and claiming it for their own The British lost most of the early battles, but they became more successful as the war continued © “The video doesn't really cover this but" when fighting in North America became a stalemate in the middle of the war, fighting in other parts of the world (Mediterranean, India) between the French and the British continued © The war ended in 1763 with the Treaty of Paris which divided up the land. In North America the settlers were freed from the constant tensions of European powers because now most of the land belonged to Britain The proclamation of 1763 was an attempt by the British government to appease the Native Americans who were not happy with the British settlers Q) John Green gives one reason for why the war started. What was it? © The Ohio Company asked the French to recognize their land Claims ‘Q) Who "won" the French and Indian War? © The British Q) What was the Proclamation of 1763? © A document that forbids settlement west of the Appalachian Mountains Why is the French and indian War relevant to the American Revolutionary War? 1)Taxes: The British began taxing the colonists to pay for the expensive war which caused the colonists to resent the British government for trying to control them 2)The Proclamation of 1763 limited where the colonists could settle, which again caused resentment towards the British Government Exit ticket: On a piece of paper, to be turned in, briefly describe how the French and Indian war was a cause of the American Revolution. This can be done is any format such as flowchart, bullet list, sentence...Formative Assessment Activity Samantha Linnell Methods of formative assessment to be included: 1) Questions to be answered while in the Peardeck presentation, specifically the “what did you know before” vs. “what is something you leamed today’ 2) Exit ticket where students will explain the effects of the French and Indian War that lead to the American Revolutionary War Date when lesson plan will be submitted to cooperating teacher for review: 10-17-16 Other formation discussed: 2. Lesson Plan (Include in your lesson plan EXACTLY what you will say to introduce the formative assessment). a. Standards: - 8.H.1 Apply historical thinking to understand the creation and development of North Carolina and the United States. = 8.H.2 Understand the ways in which conflict, compromise and negotiation have shaped North Carolina and the United States. - 8.G.1 Understand the geographic factors that influenced North Carolina and the United States. b. Context and Logistics Statement: | will be using Peardeck questions and an exit ticket as my formative assessment The Peardeck will allow me to see whether or not the students understand the information presented to them in a video. Because the Peardeck is instant | can quickly see what | need to cover more fully or what the students understand. The exit ticket will be a little more broad. | will ask the students to explain the effects of the French and Indian War that were part of the causes of the American Revolution. This will be a formative assessment that I will have to look at in order to evaluate how well the students understood the cause and effect taught during the lesson. ¢. Plan (used the approved plan in your program): The French and Indian War Lesson Plan Grade: 8th Unit Topic: The Revolutionary War Course/Discipline: Social Studies Approximate Time Required: 50 minute class periodFormative Assessment Activity Samantha Linnell Central Focus of the Unit: Students will be able to explain the French and Indian War including its causes, the major events that took place and the results of the war. Students will be able to demonstrate their understanding of how the French and Indian War was a cause of the ‘American Revolutionary War. General Standards: = 8.H.1 Apply historical thinking to understand the creation and development of North Carolina and the United States. - 8.2 Understand the ways in which conflict, compromise and negotiation have shaped North Carolina and the United States. - 8.G.1 Understand the geographic factors that influenced North Carolina and the United States. Measurable Student Learning Outcomes: SWBAT = Students will be able to 1. SWBAT describe the events of the French and Indian War 2. SWBAT explain how the French and Indian War relates to/ was a cause of the American Revolution Lesson Outline: The French and Indian War * Also called the “Seven Years War What is it? © The French and their Native American allies fought the British for control of land in North America * It began in 1754 with battles over land borders * Britain officially declared war against France and the Native Americans in 1756 The Video: ‘© Summary of the French and Indian War: © The British tried to stop the French from fortifying the butfer territory in-between their lands and claiming it for their own © The British lost most of the early battles, but they became more successful as the war continued © “The video doesn't really cover this but” when fighting in North America became a stalemate in the middle of the war, fighting in other parts of the world (Mediterranean, India) between the French and the British continued The war ended in 1763 with the Treaty of Paris which divided up the land. In North America the settlers were freed from the constant tensions of European powers because now most of the land belonged to Britain © The proclamation of 1763 was an attempt by the British government to appease the Native Americans who were not happy with the British settlers. Q) John Green gives one reason for why the war started. What was it?Formative Assessment Activity Samantha Linnell © The Ohio Company asked the French to recognize their land Claims Q) Who "won" the French and Indian War? © The British Q) What was the Proclamation of 1763? * A document that forbids settlement west of the Appalachian Mountains Why is the French and Indian War relevant to the American Revolutionary war? 1)Taxes: The British began taxing the colonists to pay for the expensive war which caused the colonists to resent the British government for trying to control them 2)The Proclamation of 1763 limited where the colonists could settle which again caused resentment towards the British Government Exit ticket: On a piece of paper to be turned in briefly describe how the French and Indian War was a cause of the American Revolution. This can be done is any format such as flowchart, bullet list, sentence. Procedures and Activitie: 1) Introduction of the French and Indian War Video that covers the war and its effects on the American Revolution Discussion of the video and addition of all other information Discussion questions that assess if the students understand the material Discussion about why the war was important to the American Revolution Exit ticket activity essen Instructional Aids or Resources: 1) Peardeck 2) Youtube video: https://www.youtube.comiwatch?v=5vKGU3aEGss Formative Assessments: - Questions to be answered while in the Peardeck presentation specifically the "what did you know before” vs. “what is something you learned today” - Exit ticket where students will explain the effects of the French and Indian War that lead to the American Revolutionary War How will you MONITOR, EVALUATE, and RECORD? Iwill use the data gathered from the PearDeck responses and the exit ticket to know what the students understood and what needs to be reviewed. During the class session | will rely on the PearDeck responses to monitor the student's’ progress. After the class | will review the exit ticket responses to evaluate how well the class understoodFormative Assessment Activity Samantha Linnell the material. | will record the data from the exit ticket to use as a data point in the learning process. Part Two - IMPLEMENTATION: My footage is in two different videos, but I have included both links below: drive Je.com/aint file/d/0BzqT DIHSIL4iMkEyT11KY3F)X1kiview?usp=sharin: https://drive.google.com/a/nesu.edu/file/d/0BzqT DIHSIL4icGhTS1BWdINQYXclview?usp=sharin a Part Three - REFLECTION 1. Analyzing Student Learning a. 8.H.2 Understand the ways in which conflict, compromise and negotiation have shaped North Carolina and the United States. 8.G.1 Understand the geographic factors that influenced North Carolina and the United States. b. Tused the Peardeck responses to see how well the students understood the content we had covered. | looked at the details they provided in their short answer responses. For the multiple choice questions, | looked at how the majority of the class responded. | looked at whether the majority of the class chose the right or wrong answer and clarified the information from there depending on if it was needed or not. ©. Ihave posted the graphics below, but what I found in the formative data in class was that the students were understanding the concepts well. In the pre-assessment of the students knowledge about the French and indian War, most of the students were not able to explain what the war was. Because | had this baseline of zero knowledge, | was able to pretty accurately measure how much the students leaned during my lesson. In the exports from Peardeck, the evidence shows that the majority, if not all, of the students could remember information from the video and the information we discussed about the war. My first response to the fact that all the students answered correctly was that they may have seen others responses on the board and changed their answer. While this may have been the case for some students, | made sure to pause the answers as soon as everyone had voted so they could no longer change their answers. The students were working in pairs because there were not enough ‘computers for everyone. So | think that the fact that they were able to discuss their answer before submitting it helped them get the right answer. For the exit ticket | asked students to explain how the French and Indian War was a cause of the American Revolution specifically in terms of the war debt and the Proclamation of 1763, If the student was able to tie both elements into the cause for the American Revolution, then | can assume they understood the concepts. If they were able to relate at least one of these elements to the American Revolution then | said that they understood some of the information but neededFormative Assessment Activity more time on the topic. If they were not able to relate the two events | detedrmined that the student was not able to communicate the relationship between the two events in this format. What they know "Pre-Question" (Short Answer) They Know What itis Samantha Linnell They kind of know whatitis They donot know what tis John Green gives one reason for why the war started, what was it? ea 0 ——— ° Derterene O poeees 16 Who "won" the French and Indian War? FN ne rece iy BA ne incions oO i a 16 What was the Proclamation of 1763? aoe a touscctenen eo 16 sco, aFormative Assessment Activity Samantha Linnell a 16 4 2 10 End of Class Response They Understand the They Understand some of | They Were Not able to ineormaton the inromation Explain he information in ThisFormat Because Peardeck does not record data for specific students, I can not look at ‘one individual's learning pattern through the Peardeck presentation. However, because the class answered the multiple choice questions similarly, | can ‘compare those responses with the responses | got from the exit ticket short answer question. Student 1s response to the exit ticket assignment lead me to believe that she understood what | had taught. Her response included both of the ‘elements | was looking for, and she explained the relationship between the French and indian War and the American Revolution. From the Peardeck presentation responses, | gathered that Student 1 was able to understand the information and reproduce the knowledge in her own terms. Student 2 had me ‘concemed that she did not understand the information I taught. Her exit ticket response was very vague and parts of it were incorrect. The response also only ‘covered one of the elements of the French and Indian War that we discussed. From this evidence | can guess that Student 2 relied on her partner to help her answer the questions in the Peardeck and for understanding, It may be possible that this student was not able to communicate the information in written format but did understand the content and could have connected the two historical ‘events in another format.Formative Assessment Activity ‘Samantha Linnell Student 1 Worksample: Student 2 Worksample: 2. Feedback to Guide Further Learning a. Feedback to student 1: Your response is very thorough! It not only includes the 2 ‘elements that we talked about in class, but you also drew on previous knowledge. For your journal entry, | would like you to create a question you would lke to explore further about the French and Indian War. What do you want to know more about? What would you have to do to answer this question? Feedback to student 2: Your response is somewhat vague and does not include all of the elements of the French and Indian War that we discussed in class. We will review this topic in class today, but | would also like for you to tell me what you know about the French and Indian War in your journal entry for today. You can write this however you choose (bullets, paragraph, chart...), but write everything you know about this war. | would also like for you to write at least 2 questions that you have about the war, and | will answer these for you when | review journals.Formative Assessment Activity Samantha Linnell of I gave feedback to my two foous students by writing on their exit ticket which | will return to them. I chose to use written communication so that it was individualized to their specific response. Also, by writing it under their response to the question, they are able to review what they wrote when they reflect on it in their journal entries. The feedback | provided can be found above. The goal of this lesson was for students to be able to connect the French and Indian War to the American Revolutionary War. The feedback I gave to the two sample students helped them either make this connection or elaborate on the knowledge they already have. For student 1, | saw that she understood the material well and was able to make the connection between the wars using the Proclamation of 1763 and the debt that the war caused. Because of this | asked this student to think deeper and come up with a question that they would like to explore more about this topic. This helps the student move up Bloom's Taxonomy of thinking and learning For student 2 | saw that they were not able to make the connection between the two historical events, In the feedback I asked them to write what they do know and 2 questions they have about this topic. This helps the student think about What they already know and recall what they learned previously. It also helps me, as the teacher, see what they are confident in and the foundation of knowledge they have. By having the student create 2 questions, I want the student to ‘consider what they do know and realize what they want to know. This will help me see the areas that need improvement and what interests the student. To make sure the feedback is used and so that the student knows that itis important, | will have the students respond to the feedback in their daily journal entry. This allows me to give individual feedback to each student, and it gives the student the chance to respond in an individualized setting. Each student's feedback will be different, so they will each have the chance to reflect on the question that was asked and improve on what they did the previous day. Because student 2's response was so concerning, | may also try to do a quick conference with them to see if there is a problem that needs to be solved. This would give me the opportunity to help her if there is a specific need or find out what needs to be done to help her understand the material. 3. Using Assessment to Inform Instruction After reviewing the video and student responses, | can see that there is a variety understanding of the topic among the students To address the class as a whole, | would use the next class to review the material in a different format. | could find a good article written about the topic that would present the information in a different way than | had previously presented it. After this | would try to find any holes or ‘gaps in the students’ learning that I could fil in during that class period.Formative Assessment Activity Samantha Linnell the For student 1, | would not have to be very concerned about her understanding content. However, | would want to continue to encourage her to grow in her knowledge on the subject. | would find ways to help her grow that appropriately challenge her. This could be done through an individual research project or more in depth learning. For student 2 | would be very cautious about moving forward before | knew for certain that she fully understood the material. I would find methods that fit her specific learning preferences such as online WebQuest or working with a group. | would do a follow up of the same exit ticket question after had retaught the material to look for improvement.