Student Response and Assessment Tools

Lesson Idea Name: What does that letter mean?

Content Area: Algebra 1
Grade Level(s): 8th, 9th, 10th, 11th

Content Standard Addressed:

MGSE9-12.A.SSE.1 Interpret expressions that represent a quantity in terms of its context.

MGSE9-12.A.SSE.1a Interpret parts of an expression, such as terms, factors, and coefficients, in

context.

Technology Standard Addressed: ISTE Students

1c
Students use technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways.
2b
Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.
4d
Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended
problems.
5c
Students break problems into component parts, extract key information, and develop descriptive
models to understand complex systems or facilitate problem-solving.
7b
Students use collaborative technologies to work with others, including peers, experts or community
members, to examine issues and problems from multiple viewpoints.
ISTE Educators
3a
Create experiences for learners to make positive, socially responsible contributions and exhibit
empathetic behavior online that build relationships and community.
3c
Mentor students in safe, legal and ethical practices with digital tools and the protection of
intellectual rights and property.
5a
Use technology to create, adapt and personalize learning experiences that foster independent
learning and accommodate learner differences and needs.
5b
Design authentic learning activities that align with content area standards and use digital tools and
resources to maximize active, deep learning.
6b
Manage the use of technology and student learning strategies in digital platforms, virtual
environments, hands-on makerspaces or in the field.
7a
Provide alternative ways for students to demonstrate competency and reflect on their learning using
technology.

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 Student Response and Assessment Tools
7b
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.
Selected Technology Tool:
☐ Socrative
URL(s) to support the lesson (if applicable):

Technology that student will use to respond to questions/prompts:

☐ Computer ☐ Phone ☐ Tablet (such as iPad)
☐ Other wireless device (such as iPod Touch)
Type of session:
☐ Teacher-Paced
Bloom’s Taxonomy Level(s):
☐ Remembering ☐ Understanding
Universal Design for Learning (UDL):
This activity allows for all students to learn because students that might usually have issues with writing will
be able to self-check what they are learning through these questions. I also think that students with anxiety
will be put more at ease because they will be able to take away the pressure they might be feeling to answer
it correctly in front of their classmates. I think a lot of our students struggle with this on a regular basis so this
will allow them to be able to just focus on the task at hand.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
I will introduce the SRT activity by allowing every student to first understand how the Socrative website works
and demonstrate to them how they will respond to the questions that are asked of them. Then I will begin the
lesson by having the students do a warm up which will allow them to just describe what the quantities of X
and Y mean.
Describe the purpose of the SRT activity (check all that apply):
☐ Assess prior knowledge ☐ To illuminate common misconceptions ☐ Formative assessment of
content knowledge (for purpose of differentiation and mastery for ALL students ☐ Test preparation

Briefly describe what will happen DURING the SRT activity:

The students are going to have Socrative pulled up on their phone or tablets and they are going to start to
identify what the variables or coefficient are along with the context of them in the problems. We must have
access to wifi or have the students be able to have cellular data so that they can access the internet. The
classroom must also have a way to display the questions since I want us to work through the problems to
have students explain to each other in a class discussion why they answered the choice they did. The activity
will last throughout the notes/lecture part of the lesson which is usually half of a class period.

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

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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?
☐ No
Why or why not?
I want to hear from both sides of students to know why they are picking what they think and let us work
through the problems together.
Describe what will happen AFTER the SRT activity?
After the SRT activity, I will have the students work out a single equation and label each part including the
coefficients, like terms, and factors. This will demonstrate the students’ knowledge of the content standard
because they will be able to correctly identify the different parts of the equation. If the student has further
questions they can ask them as well to clear up any other concerns they might have.

How will the data be used?

The data will be collected through looking at who got the answer right and wrong. After the lesson, the
educator can easily look back at the responses that were submitted by the students. The information
collected is not going to be given for a grade because it is more for the educator to see what the students are
thinking and their thought process on why they picked what they did. I will have the students be able to have
access to the questions and correct answers so that they can use this to see where they are at when learning
this specific topic. Since our class is going to be using this Socratic tool to be as checkpoints almost during the
lesson, then it will be useful to go over the anonymous data if most of the people in the class are missing a
certain type of the problem. I plan on using the data to change the instruction moving forward because I
would not want to move on to another topic if the majority of my students have not grasped the concept yet.
Describe your personal learning goal for this activity.
I hope to use the Student response tools to allow students to be able to have a chance to ask questions on
when they are confused and also a chance for them to engage in the lesson. It is hard as an educator to be
able to see what every one of our students is thinking since there are so many students in our classes so this
will be a way for me to focus on the students that need my help the most.
Reflective Practice:
I think the Student response tools activity is a good tool to use in the classroom because I think it addresses
the issues some students have with not wanting to speak out in the class. I think many students fear they are
going to be wrong so they simply don’t answer but this would allow the educator to still be able to see how
every student in the classroom is doing not just the students that always speak up. While I think it does
address this issue, I don’t think this is the best use of technology in the classroom because it doesn’t allow for
student-led learning and instead is teacher paced. I also think it could be an issue to allow students to have
their devices out during class since it would be hard to monitor if they were doing something related to this
student response tool or something off topic.

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