Student Response and Assessment Tools

Lesson Idea Name: Solving Using Variables.

Content Area: Math
Grade Level(s): 6th Grade
Content Standard Addressed: 6.PAR.6.4 Evaluate expressions when given values for
the variables, including expressions that arise in everyday situations.

Technology Standard Addressed: 1.1d Technology Operations: Students understand the

fundamental concepts of technology operations; demonstrate the ability to choose, use and
troubleshoot current technologies; and are able to transfer their knowledge to explore emerging
technologies.

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☒ Other: Google Forms
URL(s) to support the lesson (if applicable):

Technology that students 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
activity Bloom’s Taxonomy Level(s):

☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐

Creating

Universal Design for Learning (UDL):

The SRT activity allows students to express their solutions through different mediums such as
multiple choice and short answer. The activity works as a formative assessment as students test their
knowledge of the material at home, independently of the teacher’s guidance. When students complete
the SRT activity, they are able to view their feedback instantly upon completion and receive further
feedback once the teacher views their scratch work from the activity. The teacher will show the data
of the activity to the class to facilitate a whole-class discussion reviewing the material in which there
were common misunderstandings. When students begin working, they will engage with their
classmates within small groups to promote collaboration as students express their ideas with one
another and use their newfound understandings to complete more practice problems. With this,
students can activate background knowledge as they continue to work with the material, ensuring that
they meet the objective.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will
introduce the SRT activity.
Prior to the SRT activity the students will learn the steps and material that correlates to the standard.
The teacher will teach the material, and students will begin working on practice problems with the
guidance of the teacher. The teacher will walk around the as students are working to ask engaging
 Student Response and Assessment Tools
questions and answering any questions from students. The SRT activity will be introduced on another
day as the teacher reveals the overall data to the classroom and begins to review the questions that
seemed to yield the most misunderstandings to explain further. The discussion will allow students the
opportunity for ask any questions to help clarify for them.
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 the 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:

After the introductory discussion, students will begin to work in groups as they work on problem
types that were frequently missed when students worked on the activity at home. This allows students
to explore and share their ideas with one another as they use the introductory review to expand their
learning and reattempt the questions. While students are working, the teacher will walk around to
further informally assess students to see if the group setting and the review are working to better
students’ understanding. Some materials that will be needed are worksheets prepared with similar
question types to the questions that were frequently missed so that students are able to apply their new
understanding. The activity time may vary based on the amount of frequently missed questions, but a
time stamp may be around 20 – 30 minutes.
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, others will not.)
Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions
and display correct responses to the class after the SRT activity?
☒ Yes
☐ No
Why or why not? Pre-selecting correct answers allows students to gain immediate access to their
feedback and the teacher to gain immediate access to the data for the upcoming lesson.

Describe what will happen AFTER the SRT activity.

After the SRT activity, students will be selected to showcase their answers to the questions in front of
the class. This allows the other students to experience repetition of the material, and further their
individual understandings. This also give the teacher the opportunity to provide any more guidance or
understandings that students may need before moving on to newer material.
How will the data be used?
The data collected from this activity is to showcase how much students understand from the previous
lesson (a formative assessment). It shows common misunderstandings within students’ work. This
 Student Response and Assessment Tools
gives the teacher insight on what students need further guidance and practice with. This data will be
used by the teacher and the students to view the frequently missed questions and review/practice them
to gain a new, better understanding for students. Because this is a formative assessment to provide
students’ the opportunity to progress with the material, students will get a grade for completion rather
than accuracy as the activity is primarily to see the data and use it to further differentiate instruction.
This differentiation occurs through the use of direct instruction from the teacher and collaboration
amongst students.
Describe your personal learning goal for this activity.
From this activity, I hope to learn how to thoroughly assess students’ learning and differentiate
instruction in a way that can further extend and better their understanding.
Reflective Practice:
This activity allowed students to critically think on their own without the use of the teacher’s help to
informally assess their learning. When discussing the misunderstandings in a whole-class discussion,
students can see their mistakes and see the steps on how to fix that. This is beneficial to students as
they are able to recall these mistakes, how they made them, and how to fix them. Also, during small
group discussions students may think critically as they share thoughts and ideas with other classmates
to solve questions related to their previous activity. Students may use khan Academy as an extra
technology tool to extend their learning. Khan academy provides further instructional videos to help
students understand the material better and practice even further. They may also use it as guidance in
the future if they need to individually review the material or recall the information when studying.