Instructor: Deborah Edens, Reading Intervention Teacher
Grade: 9-10
Subject: READ 180
Part 5: Evaluate and Revise
Use traditional and authentic assessments to determine learner achievement of stated standards and objectives.
Objective 1: Given the three workshop texts, the student will collaborate with a partner to list 3 arguments for music censorship and 3 arguments against music censorship.
Students were required to list these arguments during the Nearpod lesson. This was done collaboratively, so that students could see each other’s responses. All students were required to respond, and the teacher was able to observe the responses in real time. Students discussed the best responses and the teacher was able to assess their performance while reading and listening to their responses. Students were able to collaboratively develop a list of 4 arguments for and against music censorship.
Objective 2: Given instructions for a role-play scenario, group members will collaboratively assign roles for the role-play to each group member.
The teacher was able to observe student collaboration and assess that at the end of the given time all students had been assigned a role.
Objective 3: Given his/her role, the student will state his/her position regarding music censorship and provide 3 details to support the position.
The students responded within the Nearpod lesson. The teacher was able to monitor responses in real time. Most of the students were able to independently provide 3 details to support their position. Two of the students required some additional support from the teacher in order to develop their details.
Objective 4: Given a menu of software applications, each team will choose applications to record, edit and share their role play scenarios that are a minimum of 5 minutes long.
Prior to beginning the lesson, students voted as a class to use the WeVideo application. The teacher determined that it would be beneficial for all students to use the same application. This allowed the teacher to incorporate a WeVideo tutorial into the Nearpod lesson and to ensure that the students had the prerequisite skills necessary to use the application.
Objective 5: After viewing the role play, observers will complete a graphic organizer identifying each participant’s opinion and providing one reason why he or she has this opinion.
At the end of the lesson, the teacher collected the graphic organizers and reviewed them for completeness. All students were able to identify each participant’s opinion and provide at least one reason for the opinion.
Objective 6: After viewing the role play and given structured responses, observers will provide one piece of constructive feedback to each role play participant.
Students used the graphic organizer to provide constructive feedback to each role play participant. Students were given a response frame to use to assist in structuring their feedback. Students gave their feedback in a group setting. Some prompting by the teacher was necessary to help students make their feedback specific.
Finally, a rubric was used as a formal assessment for students. The rubric evaluated the students in the following areas:
Examine the entire instructional process and the impact of using technology and media.
The Nearpod lesson was an effective strategy for introducing the project and setting up expectations for the project. Students were engaged in the lesson and responsive to the open-ended questions. Using guided instruction for the first eight slides allowed the teacher to ensure that students had the prerequisite skills necessary for the lesson. Students were able to return to the Nearpod lesson as they were working on the project which supported their ability to independently complete the project. At the end of the lesson, the students had a solid understanding of what was expected of them and were able to effectively complete the project with minimal support from the teacher.
Students effectively used the time provided to collaborate to develop a script for the mock talk show and to record the role play. Students effectively used Google Docs to type notes for their script. The initial plan was to allow groups to self-select the application that would be used to record and edit their role-play. Prior to beginning the lesson, it was decided that the class would vote on the application that all groups would use. WeVideo was the application chosen. WeVideo is a great application, but students did not have sufficient time to effectively edit their videos. In the future, the lesson will be revised to instruct students to simple record their videos with their Chromebooks without editing the footage. Having an edited video was not necessary in order to meet the objectives of the lesson.
Students were highly motivated by the opportunity to create and record the role-play. The level of motivation created by providing students with the opportunity to develop and record a role-play contributed to the success of the lesson. Students were motivated to impress others with their recording. Students were also excited to upload their videos to YouTube. Even though the video was unlisted, students were motivated even more by the idea of others viewing their video.
Students used KidBlog to blog about their experience with making the video and to self-assess their mastery of the lesson objectives. This was done at the end of the week as part of their weekly self-reflection journal. Students enjoy blogging and being provided with the opportunity to express their thoughts without being graded. They also enjoy having other students read and comment on their blog.
Examine the efficiency of your blended learning model. Which part works well, and which part does not?
Overall, the blended learning model worked very well. Students are familiar with the rotational model and can successfully rotate between activities. Providing a brief period of whole group instruction effectively provided the teacher with an opportunity to ensure that students had the prerequisite skills and had a solid understanding of the expectations for the project. Students returned to the Nearpod lesson as needed as they worked on their project supporting their ability to independently complete the project and meet the lesson objectives. Integrating the tutorials within the Nearpod lesson further supported the students’ abilities to use the YouTube and WeVideo applications.
In reviewing the lesson, the use of WeVideo was unnecessary for the lesson objectives. Students did not have time to effectively use the application for editing and editing was not necessary for the purposes of the lesson. Initially three 40-minute class periods were allotted for the lesson, but four 40-minute class periods were necessary. Removing the requirement to use WeVideo would likely decrease the time needed for the project.
The students were highly engaged throughout the lesson and met the objectives of the lesson. When soliciting feedback from students at the end of the lesson, they indicated that after watching their video and getting feedback from their peers they would love to re-record their video in order to “perfect” it.
If discrepancies between learning objectives and student outcomes are identified, revise the lesson plan to address the areas of concern.
The lesson would be revised to remove the use of WeVideo because it did not serve to support the lesson objectives and was superfluous. Therefore, objective 4 would not be necessary. This objective did not support the overall purpose of the lesson. Additionally, while the rubric allowed the teacher to appropriately assess the students’ mastery of the lesson objectives, upon review the categories were determined to be too broad. The rubric would be revised to more closely match the wording in the lesson objectives. This would allow students to be able to more effectively connect their performance with the learning objectives and the information provided on the rubric.
Grade: 9-10
Subject: READ 180
Part 5: Evaluate and Revise
Use traditional and authentic assessments to determine learner achievement of stated standards and objectives.
Objective 1: Given the three workshop texts, the student will collaborate with a partner to list 3 arguments for music censorship and 3 arguments against music censorship.
Students were required to list these arguments during the Nearpod lesson. This was done collaboratively, so that students could see each other’s responses. All students were required to respond, and the teacher was able to observe the responses in real time. Students discussed the best responses and the teacher was able to assess their performance while reading and listening to their responses. Students were able to collaboratively develop a list of 4 arguments for and against music censorship.
Objective 2: Given instructions for a role-play scenario, group members will collaboratively assign roles for the role-play to each group member.
The teacher was able to observe student collaboration and assess that at the end of the given time all students had been assigned a role.
Objective 3: Given his/her role, the student will state his/her position regarding music censorship and provide 3 details to support the position.
The students responded within the Nearpod lesson. The teacher was able to monitor responses in real time. Most of the students were able to independently provide 3 details to support their position. Two of the students required some additional support from the teacher in order to develop their details.
Objective 4: Given a menu of software applications, each team will choose applications to record, edit and share their role play scenarios that are a minimum of 5 minutes long.
Prior to beginning the lesson, students voted as a class to use the WeVideo application. The teacher determined that it would be beneficial for all students to use the same application. This allowed the teacher to incorporate a WeVideo tutorial into the Nearpod lesson and to ensure that the students had the prerequisite skills necessary to use the application.
Objective 5: After viewing the role play, observers will complete a graphic organizer identifying each participant’s opinion and providing one reason why he or she has this opinion.
At the end of the lesson, the teacher collected the graphic organizers and reviewed them for completeness. All students were able to identify each participant’s opinion and provide at least one reason for the opinion.
Objective 6: After viewing the role play and given structured responses, observers will provide one piece of constructive feedback to each role play participant.
Students used the graphic organizer to provide constructive feedback to each role play participant. Students were given a response frame to use to assist in structuring their feedback. Students gave their feedback in a group setting. Some prompting by the teacher was necessary to help students make their feedback specific.
Finally, a rubric was used as a formal assessment for students. The rubric evaluated the students in the following areas:
- Did the student follow the steps for planning a role-play?
- Did the student use suggestions for completing a successful role-play?
- Did the student present ideas and information from the point of view of the role he or she plays?
- Did the student apply the 21st Century Focus Skills: Gather Information and Make Decisions?
Examine the entire instructional process and the impact of using technology and media.
The Nearpod lesson was an effective strategy for introducing the project and setting up expectations for the project. Students were engaged in the lesson and responsive to the open-ended questions. Using guided instruction for the first eight slides allowed the teacher to ensure that students had the prerequisite skills necessary for the lesson. Students were able to return to the Nearpod lesson as they were working on the project which supported their ability to independently complete the project. At the end of the lesson, the students had a solid understanding of what was expected of them and were able to effectively complete the project with minimal support from the teacher.
Students effectively used the time provided to collaborate to develop a script for the mock talk show and to record the role play. Students effectively used Google Docs to type notes for their script. The initial plan was to allow groups to self-select the application that would be used to record and edit their role-play. Prior to beginning the lesson, it was decided that the class would vote on the application that all groups would use. WeVideo was the application chosen. WeVideo is a great application, but students did not have sufficient time to effectively edit their videos. In the future, the lesson will be revised to instruct students to simple record their videos with their Chromebooks without editing the footage. Having an edited video was not necessary in order to meet the objectives of the lesson.
Students were highly motivated by the opportunity to create and record the role-play. The level of motivation created by providing students with the opportunity to develop and record a role-play contributed to the success of the lesson. Students were motivated to impress others with their recording. Students were also excited to upload their videos to YouTube. Even though the video was unlisted, students were motivated even more by the idea of others viewing their video.
Students used KidBlog to blog about their experience with making the video and to self-assess their mastery of the lesson objectives. This was done at the end of the week as part of their weekly self-reflection journal. Students enjoy blogging and being provided with the opportunity to express their thoughts without being graded. They also enjoy having other students read and comment on their blog.
Examine the efficiency of your blended learning model. Which part works well, and which part does not?
Overall, the blended learning model worked very well. Students are familiar with the rotational model and can successfully rotate between activities. Providing a brief period of whole group instruction effectively provided the teacher with an opportunity to ensure that students had the prerequisite skills and had a solid understanding of the expectations for the project. Students returned to the Nearpod lesson as needed as they worked on their project supporting their ability to independently complete the project and meet the lesson objectives. Integrating the tutorials within the Nearpod lesson further supported the students’ abilities to use the YouTube and WeVideo applications.
In reviewing the lesson, the use of WeVideo was unnecessary for the lesson objectives. Students did not have time to effectively use the application for editing and editing was not necessary for the purposes of the lesson. Initially three 40-minute class periods were allotted for the lesson, but four 40-minute class periods were necessary. Removing the requirement to use WeVideo would likely decrease the time needed for the project.
The students were highly engaged throughout the lesson and met the objectives of the lesson. When soliciting feedback from students at the end of the lesson, they indicated that after watching their video and getting feedback from their peers they would love to re-record their video in order to “perfect” it.
If discrepancies between learning objectives and student outcomes are identified, revise the lesson plan to address the areas of concern.
The lesson would be revised to remove the use of WeVideo because it did not serve to support the lesson objectives and was superfluous. Therefore, objective 4 would not be necessary. This objective did not support the overall purpose of the lesson. Additionally, while the rubric allowed the teacher to appropriately assess the students’ mastery of the lesson objectives, upon review the categories were determined to be too broad. The rubric would be revised to more closely match the wording in the lesson objectives. This would allow students to be able to more effectively connect their performance with the learning objectives and the information provided on the rubric.