Student Response and Assessment Tools

Lesson Idea Name: The Great Depression

Grade Level(s)/Content Area: 5th grade Social Studies
Content Standard Addressed: SS5H3 Explain how the Great Depression and New Deal affected the lives of
millions of Americans.

Technology Standard Addressed: ISTE Educator Standard 7B (Please include the text of this standard. Use
technology to design and implement a variety of formative and summative assessments that accommodate
learner needs, provide timely feedback to students and inform instruction.)

Overarching Question:
What were the causes and effects of the Great Depressions?

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms

✓Other: Flipgrid
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)
Type of session:
☐ Teacher-Paced ✓Student-Paced
Bloom’s Digital Taxonomy Level(s):
✓Remembering ✓Understanding ☐ Applying ☐ Analyzing ✓Evaluating ✓Creating
Levels of Technology Integration:
☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

✓Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity:
Before the activity we will take 3-4 days learning about the great depressions. Students will be watching
videos, reading real stories, and ideally immersing in the times events and effects. The students will then be
provided this activity at the close of the week so the teacher can assess their understanding of the unit and
see what might need to be revisited. This will be introduced as a class discussion activity they will do at home.
The first day they will all make their first posts answering one of the group questions. The next day in class
they will take time to review their classmates’ posts and respond to each other.

TFrazier, 2021
 Student Response and Assessment Tools
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:

The students will be picking a group to respond to and making a video of their response. Then students will
take the time to respond to classmates who responded to a different group. The teacher will be reviewing
these videos to see what students understand about the topics. She will use the information to assess
whether her lessons are effective or if topics need revisiting in future classes. The only materials needed by
students is a device that can access the Flipgrid website, although I would prefer they use Computers.

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 (7-10). If you
cannot provide one or two critical thinking questions in your assessment, please list a question or two you
would want students to provide an open response to below. Use your Bloom’s terms to design the
question(s):
Group 1 –
What were two results of the Stock Market Crash of 1929? Create and share a poem, rhyme, or short passage
based on the effects of this crash on human lives at the time.
Group 2 –
Discuss the effects of the New Deal and its main features. Rate the effectiveness of the New Deal (between 1-
5) and explain your rating.

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 - I will be going through and responding to students as well and this way I can correct any mistakes.
☐ No
Why or why not?
Describe what will happen AFTER the SRT activity? How will the data be used?
After students complete the activity, the teacher will review the posts and respond to the information. They
can add more info and make corrections at this time. They will also review some posts in class to share during
whole group discussions.
The teacher will also take time while responding to students to collect data on what students are able to
understand clearly and what might need reteaching. This data will not be shared with the class but will be
used in the creation of future lessons.

Describe your personal learning goal for this activity.

I have never made an assignment that involves students creating video responses. I tried to make it
interesting and provide them with a choice of questions to respond to. I hope that this would keep students
engages and interested in the topic. I also hope that they would enjoy learning and responding to classmates
during this activity. I think it can be helpful to hear things from other people sometimes, so I like that aspect.
From the data I am hoping to learn what parts of my lesson are working and what isn’t working. I think you

TFrazier, 2021
 Student Response and Assessment Tools
can learn a lot from students’ responses. If they don’t understand something from a specific day when we did
a different activity, I will be able to see that that activity may not be that beneficial.

Reflective Practice:
I feel pretty confident in my activity. I think this would be a great way to get students thinking and explaining
what they know. They will also be able to assess their classmates’ answers and respond as they see fit. This is
a formative assessment that would be done maybe a few days before a summative assessment. This will allow
students time to learn from the responses from classmates or the teachers feedback response. This also gives
the teacher time to see what needs to be retaught for clearer understanding before the summative
assessment.
To further extend this lesson I can provide more questions and create a detailed criteria for the responses.
For example, I could have the student responses specifically expand on one topic mentioned in their
classmates post or ask their classmate a question pertaining to what they discussed. We could also expand
this to other platforms like PowerPoint. For example, students can make a PowerPoint response to a
classmate with sources to back up the information they shared and correcting/clarifying any other
information.

TFrazier, 2021