TEACHING AND LEARNING

LESSON PLAN

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Name Brian Ross_____________________________ Source: Lesson Plan Title: 1 & 2D Geometry Post Test Date/Time to be taught: 3/12/14 10:00 - 11:00

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Instructional Objectives aligned to Oregon Content & Performance Standards

Consider including ___x__ Cognitive _____ Affective __x___ Psychomotor

The learner will demonstrate the ability to: demonstrate their knowledge about 1 and 2 dimensional geometry concepts. Learning Targets: written in student friendly language appropriate for sharing with students so that
they know what they need to learn and do

I can ace this test! Standards/Benchmarks: Summative Assessment of the following:

5.G.1! 5.G.2! 5.G.3! 5.G.4

Instructional procedures and allotted time:

(Anticipatory set, modeling, guided practice, checking for understanding, independent practice, closure, plans for tomorrow)

HOOK/Anticipatory Set: linking to previous lessons activating prior knowledge

Minutes 3

Teacher

Student

Set the expectations for the test and remind Students prepare to take their tests. students to simply do their best.

Explain any quirks with the testing that may be required.

! ! Instructional Input ! 55 Let students take their online test. !

Students take their test.

For the students who finish early, have them work Students who finish early work on their on their persuasive writing for the trail proposal. writing. This should work out well since they will already have the computers out. !1

TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source:

! Closure !
2

Have students turn in any scratch or graph paper, and put their computers away.

Students turn in their work and put their computers away.

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Literacy Connection: (way in which you will help students improve their reading, writing, speaking or listening by explicitly
connecting literacy to the lesson)

This lesson requires students to carefully read directions. Some answers also require students to write short answers. In addition, students that finish early will be given time to work on their persuasive writing skills.

! Assessment/Learning Evidence: ! This lesson is dedicated to the summative post test assessment. ! Materials, Resources, Technology: ! This lesson requires laptops for each student, the online test, scratch paper and coordinate graphing paper. ! ! !

Modifications/Adaptations/Accommodations for Students with Diverse or Special Needs: (addressing individual students needs: SpED, TAG, ESOL, learners from diverse backgrounds & cultures, 504, behavioral issues)
ESOL: The major adaptation that will be required for my ESOL students is the need to read them the directions. I will provide this assistance as necessary. TAG: The most important consideration for my TAG students is what they will need to work on after the test is over. The persuasive writing assignment takes care of this concern.

! 504: This lesson does not pose any issues for my 504 student. ! Considerations for Classroom Layout, Logistics, Grouping and Management of Students: !
The biggest challenge for this lesson is to provide all students with a working laptop. I will have a few printed copies of the test just in case I cant get a complete class set of laptops working. However, that wasnt an issue with the pre-test.

! Notes from Implementation Experience: ! !

The test went well. Students worked hard, raised their hands when they had questions, and simply took the test. There were two students who tried to submit their tests and got error messages. I wasnt able to fix the issue for them and they had to retake the test. Fortunately everything worked properly the second time. !2

TEACHING AND LEARNING

LESSON PLAN

Template!

Name Brian Ross_____________________________ Source:

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Reflection:
I still havent decided whether giving my students an electronic test was a good idea or not. On the positive side: Students were excited to use the computers (even if it was for a test) Students got practice with computer based testing (especially important since we are approaching OAKS) All data was automatically collected and organized into a spreadsheet It was accessible by all students It didnt require making lots of copies It felt less daunting than a printed version of the exact same thing

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On the negative side: It restricted the types of questions that could be asked Some students may not be able to think as well without taking notes on the test It resulted in some technical difficulties for two students who had to take it twice While the list of benefits is certainly longer, I feel as though the limitation in the types of questions that could be asked is problematic. That being said, as long as our educational system places such a high priority on computer based standardized testing, it is probably good practice for students to take lower stakes tests on the computer as well. Another concern I have about my test is the way in which I should grade it. Specifically, there were a couple of questions that required students to check all that apply. My expectation is that some students will have checked most of the correct responses, but not all of them. Others will have checked some of the correct responses and some that are incorrect. Hopefully after studying student responses I will have a better idea of what needs to be done.

The final thoughts I have about my post-assessment are related to how I should measure student learning. Most of the questions on the post-test were the same as on the pre-test. This will make it easy to assess growth. However, we didnt end up covering some of the material that was on the pre-test, so I took those questions out. I also added a few new questions to cover material that we studied that wasnt on the pre-test. I will most likely have to look at those questions separately.

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