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# Student Response and Assessment Tools

## Lesson Idea Name: Plickers Polygons

Content Area: Math
Content Standard Addressed: MFAPR2. Students will recognize and represent
proportional relationships between quantities.

Technology Standard Addressed: 1c. Students use technology to seek feedback that informs and improves
their practice and to demonstrate their learning in a variety of ways.

## Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☒ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
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 Taxonomy Level(s):
☐ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

## Universal Design for Learning (UDL):

This activity is easily accessible, since it only requires students to think and hold the Plicker cards. This is a
good activity to get a formative assessment of student learning. This type of activity allows me as the teacher
to assess even shy or anxious students, as they can answer quietly and anonymously. These students may be
less likely to speak up when I am asking questions during lecture or doing a class discussion. This activity is
really great for them to become a part of the classroom community.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
We will review the content and introduce students to the Plicker cards. We will do a couple practice
questions to make sure each student understands how to respond before we begin the math problems.

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:

Students will only be responsible for answering questions. As a group, we will discuss each question and the
correct answer. This should provide instant feedback for students as they answer questions.

Spring 2018_SJB
Student Response and Assessment Tools
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):

☒ Yes ☐ No
☐ Mixed (Some will have correct answers, other will not.)
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
☐ No
Why or why not?

## Describe what will happen AFTER the SRT activity?

After the SRT activity we will review. Students will receive feedback and get an opportunity to share their
struggles and successes in the problem set. Future instruction will be based on student responses and
feedback to the teacher.

## How will the data be used?

The data from this activity will be used to inform future instruction. This is a formative assessment, so
student successes and struggles will let me understand what they do and do not know. I can use this data to
either plan remedial lessons, or move forward with confidence that they have reached the learning targets.

## Describe your personal learning goal for this activity.

For this activity my personal learning goal is just to become comfortable with the Plickers technology and get
an accurate assessment of student learning. Introducing a new student response tool to a classroom can be
tricky, so I am just hoping for a positive experience that gets students introduced to and engaged with the
technology.

Reflective Practice:
After designing the activity, I was struck by how limiting it is to only be able to do multiple choice questions.
Plickers seems like a good option for short assessments or if you need a low-tech option. It seems
situationally useful, but other options are likely better for getting students to higher cognitive levels.

Spring 2018_SJB