Student Response and Assessment Tools

Lesson Idea Name: Who am I?

Content Area: two-dimensional shapes and their attributes
Grade Level(s): 5th
Content Standard Addressed:
MGSE5.G.3 Classify two-dimensional figures into categories based on their properties

Technology Standard Addressed:

Empowered Learner
Selected Technology Tool:
☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☒ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable):

https://play.kahoot.it/#/k/3dbdf496-b8fd-4aaf-865e-2dd44106dbf4

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):

By using a student response tool, I open the door to students feeling more engaged and welcome to answer
freely. These tools such as Kahoot, help students who may be too shy or reserved to raise their hand in class.
This gives those students a chance to get involved in the friendly competition without becoming
uncomfortable. The tool being in hand helps student who many get distracted easily stay on task. The light
competition and the tangible tool that each individual hold help the students when ADD or ADHD stay
involved. Lastly, the game shows a chart showing how many got each question. This could help the teacher
directly see any misconceptions but also refrain from exposing which students answered incorrectly. The
individual devices will tell the student if they are incorrect and no one else in the room has to know keeping
students comfortability and anxiety at lower levels.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
The students will engage in various lessons which will teach about the different two-dimensional figures such
as triangles and quadrilaterals. Once they understand the properties of those categories, they will dive deeper
into each to explore the different triangles such as, equilateral, isosceles, scalene and right triangles. They will
also learn the types of quadrilaterals which include, squares, rectangles, rhombi, kites, etc. The students will
become knowledgeable of the different attributes on each shape and learn to categorize the shape based on
the attributes described. This will be used as a formative assessment to track their understanding so far.

Describe the purpose of the SRT activity (check all that apply):

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 Student Response and Assessment Tools
☐ 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:

A class set of IPads will be rented from the school library and passed out to each student. Once each student
as an IPad, the class will together open up Safari and type in Kahoot.it. They will be asked to type in a code
which will be written on the board. The students will be asked to put in their names and press ender to join
the game. Once the whole class has accessed the game, we will begin going through each problem. The
teacher will facilitate and read the question to the class. The students will click their guess on their own iPad
and wait for the rest of the class quietly. The class will only have 20 seconds on each question to think and
input their answer. After each question, we will review the top players and the bar graph to show what our
class was answering. The teacher will stop and review the questions if a large portion of the class answers
incorrectly.

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):
1) I have all equal side lengths and all right angles. Who am I?
2) I have three sides that are all equal. Who am I?
3) I have two sets of parallel lines and four right angles, but my sides are not all equal. Who am I?
4) I have three sides and one right angle. Who am I?
5) I have three sides that are all different lengths. Who am I?
6) I have two sets of parallel lines and no right angles. Who am I?
7) I have two equal sides and two equal angles. Who am i?
8) I have at least one right angle. Who am I?

Right/Wrong answers: Will there be right/wrong answers to these questions?

☒ 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?
I will tell them to correct answer and as I look at the bar graph made by Kahoot. This will show if the students
are understanding that attribute or shape. If there are just a few students, the teacher could take note and
differentiation on future lessons for those who need it. If a majority of the class missed the question, the
teacher will have the ability to re-pull up the question to review what they are looking for. They could have
discussions by having students come to the board and draw each of the shapes and then having someone
point of the attributes in each. This could clear any misconceptions right when the teacher sees them.
Describe what will happen AFTER the SRT activity?
The teacher will use the data collected as a reference for future lessons. The data will show if the students are
clearly understanding or not. If they are needing more work as a whole, the future lessons should reflect that
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with more practice or reteach. The teacher will also be able to spot struggling students from the class based
on their individual scores that only the teacher can see. This could be used as data in their individual
education program or as data when meeting with parents in the future.
How will the data be used?
As mentioned previously, Kahoot collects the data for it to be clear to read and analyze for the students and
teachers. While playing the game, the students will be able to see the top three or four players and also a bar
graph of the whole classes answers. It gives an easy to see general graph of how many players answered what
question. This could be used for the students to see what the correct answer is and to not feel alone if
answered incorrectly. But also show the teacher if the class understand that concept. If the whole class seems
to be stuck on the problem, the teacher will be able to easily see that on the graph and know to review that
question with the class. The data will be used mostly as a formative assessment but also a practice to clear up
misconceptions. The students will not receive a grade from this game but will hopefully clear up the confusion
they hold. The data will also identify the struggling learners in the classroom for the teacher. The teacher can
then use it as a resource in the student’s parent meetings or even to help the teacher plan further in the
student’s individual education program.

Describe your personal learning goal for this activity.

I hope the students will practice identifying the figures and be able to categorize based on the attributes
presented. I hope the students all feel included and low stress by having the individual clickers and privacy
aspects of Kahoot. As a teacher, I hope to assess my class and to see the level of understanding on this unit.
Reflective Practice:
I feel this activity will impact student learning by having them engage in practice that is also inviting and fun.
The students will be consumed by the friendly competition to make the fact that they are practicing content
slightly come to mind. They will be able to test their knowledge and learn from their mistakes if needed. The
students will be able to find confidence in this topic due to the correctly answering to clearing the confusion
which kept them from the right answer. After this activity, the students could further their knowledge by
practicing more with the shape attributes and naming them. Once the attributes of one shape is conquered,
irregular figures could be introduced that may fit in multiple groups due to their attributes. The students
could begin to explore this concept before returning for another kahoot review which will then be multiple
select based on the flexibility of the answers.

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