Professional Documents
Culture Documents
Describe the instructional activities that will occur PRIOR to the SRT activity and
how you will introduce the SRT activity.
Instructional activities for this standard that will occur prior to the formative assessment is a
work task for students to work on. The lesson will be a workshop model lesson to introduce working
with a story problem and manipulatives to promote conceptual understanding. Within the next day
or so, is when I will give this as a formative assessment after sufficient scaffolding of the concept.
Describe the purpose of the SRT activity (check all that apply):
Spring 2018_SJB
Student Response and Assessment Tools
Briefly describe what will happen DURING the SRT activity:
The activity should last around 35 minutes in order for students to complete the questions correctly
and showing their work on scratch paper. I will present them with the link and room code first. I will
wait until everyone has completed this step and let them begin. Students will independently work on
the questions
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): Listed in my Weebly.
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 your 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? The multiple choice and true/false questions will show immediate feedback but the
open-ended response will not because there could be more than one correct answer. I will conference
with those that got those questions incorrect.
Reflective Practice:
I feel as though the activities that I created impact student learning in a positive way. It has lead
me to believe that it will provide them away to self-monitor while also giving me the option to
monitor. It can also be used as a great “practice” quiz if students feel as though they are not confident
in their abilities when it comes to test time. To further extend the lesson, I could have students pull it
back up, after I have slightly changed the numbers in the problems, and have them study with it
during a class “race” on the program. Games are always a great way to get students to have fun
reviewing for a test or quiz.
Spring 2018_SJB