Bincy Varghese University of Houston

Instructional Strategy

Sequence and Cluster Objectives

CLUSTER OBJECTIVES TIME

1 Given examples of effective formative assessments, the teacher will 10 mins

choose an existing formative assessment to gamify or create a
Identify formative assessment with a variety of multiple choice and open-
ended questions.

Given the district curriculum which provides the state standards that
are unpacked, a teacher will be able to identify the Texas Essential
Knowledge and Skills (TEKS), the learning intention, and the success
criteria that correspond with the formative assessment.

2 Given a computer with a web browser, the teacher will access the 25 mins
gamified tool named Blooket to create a gamified assessment using
Create an existing paper assessment or by creating a variety of questions
that meet the identified learning goals.

3 Given the steps of transferring content to Blooket, the teacher will 10 mins
create a title, include the learning intention and success criteria
Transfer under the description, write each question of the formative
and
assessment including five multiple choice and three open-ended
Complete
questions save the content without error.

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Pre-instructional, Assessment, and Follow-Through Activities

PRE-INSTRUCTIONAL ACTIVITIES

Motivation: Attention - examples of gamified formative assessments and data that show
student engagement. Relevance will be addressed by the benefits students have the
motivation and engagement of students gained through gamification of assessments.
Confidence will be achieved by quick feedback from evaluator(s) and a simple learning curve.
Satisfaction will be achieved in viewing finished products and witnessing increased student
engagement in the classroom.

Objectives: I am including a list of learning objectives at the beginning of the lesson which will
let students know the skills they are expected to have acquired by the end of the class. I
believe that this is important because it can help give the students direction and purpose as I
lead them through the lesson.

Entry Skills: At the beginning of the instruction, I will provide detailed instructions which
outline each keystroke and mouse click for less experienced computer users.

Student Groupings and Media Selection: Students will be completing the tasks alone and
following instructions from the screen display.

ASSESSMENT

Pretest: No pretest is to be administered.

Practice Tests: I will evaluate the students' work which they show me as they progress
through the steps and give my feedback.

Posttest: Learners will submit a flip grip/video response that showcases their final product
explaining how gamifying the paper assessment will benefit their students.

Student Groupings and Media Selection: This is an individual activity. The lesson will be
taught in a face-to-face setting and the instructor will also have instructional aides to assist
with giving feedback to students. The students will use computer-based programs for
assessment.

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FOLLOW-THROUGH ACTIVITIES

Memory Aids: Learners will be granted access to the Schoology folder that will house all
documents and recap of the presentation with notes. There will also be a handout available
upon request.

Transfer: This will be achieved by the one to one direct feedback I will be giving students
when I walk around observing their practice.

Student Groupings and Media Selection: The students will be working independently;
however, they will each choose a partner teacher in their content/grade level areas to assist
each other as necessary.
a. Content Presentation and Student Participation

Objective 1: Given examples of effective formative assessments, the teacher will choose an
existing formative assessment to gamify or create a formative assessment with a variety of
multiple choice and open-ended questions.

CONTENT PRESENTATION

Content: Content will be delivered to the whole group via projection of instructor display in
reviewing effective formative assessment questions including multiple choice and short
answer questions.

Examples: This will be shown in the presentation.

Student Groupings and Media Selections: Students can do this individually or as a grade-
level team to identify effective formative assessment questions that meet student learning
goals.

STUDENT PARTICIPATION

Practice Items and Activities: Locating and identifying effective formative assessments based
on the sample provided would be sufficient practice for this portion.

Feedback: I will confirm verbally if the identified formative assessments can be gamified.

Student Groupings and Media Selections: Students will need access to their personal laptops
or computers to access any formative assessments saved on OneDrive or on their computer.

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Objective 2: Given the district curriculum which provides the state standards that are
unpacked, a teacher will be able to identify the Texas Essential Knowledge and Skills (TEKS),
the learning intention, and the success criteria that correspond with the formative
assessment.

CONTENT PRESENTATION

Content: Content will be delivered to the whole group via projection of instructor display in
accessing the district curriculum. Learners will be able to watch and follow along with
instructors as the steps are being followed to identify the learning intention and success
criteria that match to the content of the selected formative assessment.

Examples: This will be shown in the presentation.

Student Groupings and Media Selections: Students can do this individually or as a grade-
level team to identify the learning intention and success criteria for the selected assessment.

STUDENT PARTICIPATION

Practice Items and Activities: Locating and identifying the learning intention and success
criteria for the formative assessment is enough practice for this.

Feedback: I will confirm verbally if the students have located and identified the components
using the curriculum.

Student Groupings and Media Selections: One large group. Computer access to district
curriculum.

Objective 3: Given a computer with a web browser, the teacher will access the gamified tool
named Blooket to create a gamified assessment using an existing paper assessment or by
creating a variety of questions that meet the identified learning goals.

CONTENT PRESENTATION

Content: Learners will follow along on the screen to open the Blooket app and start a new
game.

Examples: No example needed.

Student Groupings and Media Selections: One large group. Access to the web browser to
access Blooket.

STUDENT PARTICIPATION

Practice Items and Activities: Practice received through following along on the screen will

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suffice for this portion.

Feedback: I will confirm verbally if the students have opened up ta new game using the game
tool correctly.

Student Groupings and Media Selections: Access to Blooket in a web browser through
computer or personal laptops.

Objective 4: Given the steps of transferring content to Blooket, the teacher will create a title,
include the learning intention and success criteria under the description, write each question
of the formative assessment including five multiple choice and three open-ended questions,
and save the content without error.

CONTENT PRESENTATION

Content: Create a game in Blooket using the questions from the identified formative
assessment in the form of multiple choice or open-ended questions.

Examples: Sample questions will be displayed.

Student Groupings and Media Selections: Learners will be working individually.

Laptop/computer with access to a web browser.

STUDENT PARTICIPATION

Practice Items and Activities: Learners will practice inserting questions into Blooket by
choosing multiple choice or open-ended features. This step can be repeated or amended as
the student becomes more experienced and finds difficulty in later steps.

Feedback: I will verbally provide feedback on how learners accomplished each task of
inserting a variety of questions into the Blooket appliction. I will then choose 2-3 learners to
check their peers’ work for accuracy and assist as needed.

Student Groupings and Media Selections: Learners will work individually. Access to the web
browser to access the gamified tool named Blooket.

b. Consolidation of Media Selections and Choice of Delivery System(s)

SESSION OBJECTIVES STUDENT GROUPINGS DELIVERY SYSTEM(S)

AND MEDIA SELECTIONS

1 1 Given examples of effective Delivery will be face to face where

formative assessments, the learners follow the digital

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teacher will choose an existing presentation in completing each

formative assessment to objective.
gamify or create a formative
assessment with a variety of
multiple choice and open-
ended questions.

Student Groupings and

Media Selections: Students
will need access to their
personal laptops or computers
to access any formative
assessments saved on
OneDrive or on their
computer.

2 Given the district curriculum

which provides the state
standards that are unpacked,
a teacher will be able to
identify the Texas Essential
Knowledge and Skills (TEKS),
the learning intention, and the
success criteria that
correspond with the formative
assessment.

Student Groupings and

Media Selections: One large
group. Computer access to
district curriculum.

3 Given a computer with a web

browser, the teacher will access
the gamified tool named Blooket
to create a gamified assessment
using an existing paper
assessment or by creating a
variety of questions that meet
the identified learning goals.

Student Groupings and

Media Selections: Access to
Blooket in a web browser

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through computer or personal

laptops.

4 Given the steps of transferring

content to Blooket, the
teacher will create a title,
include the learning intention
and success criteria under the
description, write each
question of the formative
assessment including five
multiple choice and three
open-ended questions, and
save the content without
error.

Student Groupings and

Media Selections: Learners
will work individually. Access
to the web browser to access
the gamified tool named
Blooket.