Lesson Title: Improving Instruction with the CPS Pulse Grade Level: Adult / Professional Development Time Frame:

One Hour

Stage 1 Desired Results

Standards: NETS-T2: Design & Develop Digital Learning E perien!es & "ssessments: Teachers design, develop, and evaluate authentic learning e periences and assessment incorporating contemporar! tools and resources to ma imi"e content learning in conte t and to develop the #nowledge, s#ills, and attitudes identified in the $%TS&S' d( Provide students with multiple and varied formative and summative assessments aligned with content and technolog! standards and use resulting data to inform learning and teaching NETS-T#: Engage in $ro%essional Gro&t' & Leaders'ip: Teachers continuousl! improve their professional practice, model lifelong learning, and e hi)it leadership in their school and professional communit! )! promoting and demonstrating the effective use of digital tools and resources' a( Teachers participate in local and glo)al learning communities to e plore creative applications of technolog! to improve student learning'

(nderstandings
Students &ill understand t'at: Data*driven instruction can help to improve student understanding and save time' CPS Pulse can )e seamlessl! integrated into e isting lessons without additional preparation' Related )is!on!eptions: The use of technolog! in the classroom re+uires length! pre*planning and preparations' Technolog! does not allow for fle i)ilit! when teaching lessons'

Essential *uestions
+verar!'ing *uestions: Topi!al *uestions: How can technolog! )e used to collect How can the CPS Pulse )e used to important data and improve instruction collect data, and student understanding, How can the CPS Pulse )e used to answer a variet! of +uestions, -multiple choice, numeric, short answer(

,no&ledge & S-ills

Students &ill -no&: Students &ill .e a.le to: .ast/rade lessons are useful for paper* Integrate the CPS Pulse into ever!da! and*pencil tests' instruction' 0er)al lessons give teachers the 1se data to improve instruction and fle i)ilit! to alter lessons )ased on student understanding' student response and feed)ac#'

Stage 2 Eviden!e
$er%orman!e Tas-s /ard&are Familiari0ation 2 Students will )ecome familiar with the usage of the CPS Pulse )! using the devices during the lesson' Students will input multiple choice +uestions, numeric +uestions -including decimals, fractions, and degrees(, and short answers' So%t&are Familiari0ation 2 Students will ta#e turns engaging various +uestion t!pes and navigating the user interface' +t'er Eviden!e * & " 2 The teacher will gage student understanding )! as#ing +uestions during the lesson' Students will pose +uestions to the teacher to clear up confusion' Student Sel%-"ssessment and Re%le!tion Paper assessment that includes multiple*choice and open*ended +uestions to gage student understanding' Student will pair up with a partner to chec# each other3s answers'

Stage 1 Learning E perien!es

4' Prior to )eginning the lesson, the teacher should have the CPS Pulse clic#ers passed out and sitting on the student des#s' 5a#e sure that all technolog! in room is functioning properl!' Test the pro6ector, Promethean 7oard, document camera, audio, etc' to ma#e sure ever!thing is functioning correctl! so that the lesson will run smoothl!' 8' Introduce students to the clic#er hardware )! displa!ing a full*screened image of a clic#er through the pro6ector' 9' :et students e periment with the clic#ers while the teacher e plains how the clic#er functions -power on/off, su)mit answers, menu, etc'( and what each one of the )uttons does' ;' Open the CPS software and e plain the user interface' <' Discuss the three main ta)s -Prepare, %ngage, =eport( and how the! can )e used' >' The prepare ta) is for setting up classes and lessons' ?' The engage ta) is for initiating a lesson though the use of the clic#ers' @' The report ta) is for reviewing data that was collected through the clic#ers' A' % plain the two main t!pes of lessons -ver)al B fast*grade( and what each t!pe is )est used for' 0er)al is hand! for teacher*led activities that can )e modified on the fl!' .ast* grade is )est for paper*and*pencil assessments that are student*paced' 4C' Discuss the t!pes of reports that can )e created and the possi)le uses of each one' 44' %ngage a ver)al +ui" and have students turn on their clic#ers' 48' Demonstrate how to start different t!pes of +uestions and e plain how students would put in their answers' 49' Have students use clic#ers to answer various t!pes of math pro)lems' 4;' % plain the camera )utton on the CPS user interface and what it does and how it is )eneficial to reporting' 4<' Demonstrate how multiple*choice +uestions can )e delivered using a paper* assessment, math )oo#, or other t!pe of ph!sical material and a document camera' 4>' Demonstrate how +uestions can )e made up on the fl!, come from a paper source, or from an interactive we)site' An!thing that can )e displa!ed to the students can )e

assessed though the clic#ers' 4?' % plain how the teacher can view what each of the students has entered in as their answer' % plain how this data can )e used to steer the lessons and improve student understanding' 4@' /ive students various t!pes of +uestions so that the! can see the fle i)ilit! that the CPS s!stem has to offer' 4A' Allow students to enter in answers for each of the +uestions so that the! can )ecome familiar with the s!stem' 8C' % plain the data that is displa!ed at the end of each +uestion and how it can )e used to improve instruction' If students performed well on a s#ill, the teacher can either up the difficult! level or move on to a new s#ill' If students performed poorl! on a s#ill, the teacher can reinforce that s#ill until the desired results are achieved' 84' Have students come up to the )oard so that the! can practice engaging different t!pes of +uestions, inputting correct answers, and reviewing data' The teacher can use the DPic# a StudentE icon in the CPS software to choose a random student from the class' This is hand! for teachers who tend to call on the same students repeatedl!' 88' As# students +uestions to gage their understanding' Have students input their answers with the clic#ers to get an e act measure of who understands and who doesnFt' 89' =eiterate an! information that had wea# student understanding and assess again' 8;' Have students as# an! +uestions the! ma! have to clear up confusion' 8<' Conclude the ver)al assessment and show the students their scores' 8>' % plain how to access the data that was recorded through the =eports ta)' 8?' Have students complete a final paper assessment to review with a partner' 8@' Discuss an! confusion' 8A' Have students complete evaluation of PD wor#shop' 9C' /ive students the opportunit! to share wa!s that the! would use the CPS Pulse in their classrooms and how the! would use the data that was collect to drive instruction'