Darian Liley

February 20 2024

Identifying Formative Assessment in the Classroom Assignment 1

Catching the Wind: Designing Windmills
Lesson 1 Sample Classroom Video (13:37)
Leif Catches the Wind Storybook / Grade 2 / Cincinnati, OH
https://www.youtube.com/watch?v=2Mdg35Di-gg

The EIE Curriculum – This book introduces the field of mechanical engineering. In this story,
Leif, a boy from Denmark, learns how to build a windmill to save his friend’s fish.

Transcript of the Video Clip

10:00 -10:47 > During this clip, the students are given two sheets of paper. One page reviews the
five steps that an engineer uses to solve a problem. The second page lists the steps in the book
that Leif uses. The students will then sort the steps that Leif did into the five steps that an
engineer uses.

A great example that allows students to demonstrate their understanding in the form of a
progress check. It is unclear how the teacher used this activity after the students completed
the worksheet. But it is a great tool for the teacher to gauge the student’s understanding of
the story and how it relates to engineering. This activity is also completed in pairs, allowing
the students to discuss their ideas. Once students finish, it would have been beneficial to
have two groups share their ideas and then conduct a class discussion. Thus, it is a
diagnostic assessment answering the question, What adjustments should I make to
instruction (pg. 28)?
Catching the Wind: Designing Windmills

Lesson 3 Part 1 Sample Classroom Video (10:09)

https://www.youtube.com/watch?v=UXSkgOrMjvk

Transcript of the Video Clip

0:20 –2:27 > The class read a story the day before and the teacher asks the students, “What were
some of the things blowing around in that picture in the story?” Students then raised their hands
as the teacher called on a few students to list different items in the picture. The teacher then
explains to the students what a sailboat is and what the sails on a boat do, calling on students for
input throughout this discussion.

This dialogue between the students and the teacher was thoughtful, engaging, and
reflective. In this part of the lesson, the dialogue focused on remembering previous content
and understanding new terms such as ‘sailboat.’ Thus, being an example of a progress
check. This form of learning allows students to actively participate and demonstrate their
understanding. Consequently, being diagnostic in nature, answering the question, Who is
and is not understanding the lesson (pg. 28)?