Professional Documents
Culture Documents
SR Lesson Plan
SR Lesson Plan
Technology Standard Addressed: Educators will 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.
☒ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.
☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.
Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity:
I will discuss the topic of stars with the class. I will explain why some are different sizes and why some are
brighter than others. I will also provide images and I will ask the students what they notice about these
images. After our discussion, I will use Kahoot to test their knowledge.
Describe the purpose of the SRT activity (check all that apply):
☐ Assess prior knowledge ☒ Anticipatory set (Create interest in a topic) ☐ To illuminate common
TFrazier, 2021
Student Response and Assessment Tools- Megan Vaughan
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):
If you are unable to provide a working sample of your questions, please list them below (7-10). If you
cannot provide one or two critical thinking questions in your assessment, please list a question or two you
would want students to provide an open response to below. Use your Bloom’s terms to design the
question(s):
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?
Students need to know why they got a question wrong and if multiple students struggle with that question,
we need to talk about it some more.
Describe what will happen AFTER the SRT activity? How will the data be used?
After all the questions are answered, students will be able to see the top 5 people (nicknames) on the
leaderboard, and then we can discuss the responses. I will look and see which questions were missed most,
therefore I can explain why to my students. I will be using this feedback to monitor both individual progress
and progress as a whole class.
Reflective Practice: I feel like these activities show real-time results of my students’ progress. This can impact
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Student Response and Assessment Tools- Megan Vaughan
their learning, because I can easily see where they are struggling and how much they are paying attention.
Next-time I might create a pre-unit game to do before the lesson and then switch the questions up a bit to
give it again after the lesson. This will show both the students and myself how much they have learned.
TFrazier, 2021