Student Response System (SRS) Activity

Name:Lisa Petsko
Grade Level: 6th Grade
Content Area: Language Arts
Standards Addressed: Georgia Standards - Languard Arts - ELACC6L2
Student Response Technology Used:
Quizlet
NearPod
Socrative
PollEverywhere
iRespond
TodaysMeet
Other: Plickers.com
Technology that Students will use to respond to questions/prompts:
Computer
Hand-held student
response system (such as i-Respond)
Phone
Tablet (such as iPad)
Other wireless device (such as
iPod Touch) N/A
Describe the instructional activities that will occur prior to the SRS Activity and how you will introduce
the SRS Activity: I envision this type of activity introducing a new topic of study. I would use this to determine
how much the students already know in order to see which students need the most help. This would also allow me
to put them into study groups. So, I will introduce the students to the new unit on punctuation. Tell them that we
are taking a pre-assessment to see how much they know about punctuation.
Describe the purpose of the SRS activity (Check all that apply)
Assess Prior Knowledge
Anticipatory Set (Create Interest in a Topic)
To Illuminate Common Misconceptions
Formative Assessment of Content Knowledge (for purposes of differentiation and mastery for ALL students!)
Summative Assessment of Content Knowledge
Test Preparation
Survey/Poll
Discussion Starter
Homework Collection
Other
Type of session:
Teacher-Paced
Student-Paced
Identification of students:
Students will log-in so their individual scores will be available to you after the session
SRS Activity will be anonymous
Briefly describe what will happen during the SRS Activity (For example: What will students do? What will
teacher do? What materials are needed? How long will the SRS activity take?):
This activity can take place in the classroom since students do not have to be at the computer to complete it. It
only requires that I have an iPod or iPhone. Prior to doing the activity, I have to set it up at plickers.com. That
requires entering a set of 'cards' online with the questions and answers and then printing out those cards, one for
every student. This will be done prior to class so that students will have the card available when they arrive. The
cards look a little like a puzzle piece - I included a sample picture above on this page.
Blooms Level of Critical Thinking Required (check all that apply). See http://epltt.coe.uga.edu/index.php?
title=Bloom%27s_Taxonomy

Remembering
Understanding
Applying
Types of Questions/Prompts (Check all that Apply):
Multiple-choice
Multiple Select
True/False
Yes/No
Longer open-ended response

Analyzing

Evaluating

Creating

Short Open-ended response or fill-in-blank

1

Provide samples of questions/prompts to be given to students:

See attached MS Word document
Right/Wrong Answers: Will there be right/wrong answers to these questions? :
Yes
No
Mixed (Some will
have correct answers, others will not.)
Immediate Corrective Feedback:
Will you pre-select correct answers to some or all of the questions and display the correct response to the class after
the SRS activity?
Yes
No
Why or why not? So everyone will know how they did. Student responses will not be seen by other students.
Use of Data: What data will be collected as a result of this activity. How will it be used and by whom? (For
example: Will information collected from this activity be used to award a grade? Will the individual information
collected be shared with students and/or parents to help them monitor individual progress? Will you discuss the
aggregate, anonymous data with the whole class to help them learn? Will you use data to differentiate instruction
for students? If so, describe how. ) The data will be analyzed by me and used to differentiat instruction for the
students. The weaker performers will get more help and attention during the unit of study while the stronger
performers will be assigned projects that will challenge them and allow for more in depth study.
Describe what will occur after the SRS activity: As mentioned above, I will be able to divide the class into
groups based on the students performance on the pre-assessment. These groups will help me know how to divide
my time in order to spend more time with the groups that need more help learning the topic. For example, the
weaker performer, may have to complete more punctuation worksheets with me helping them as needed. Or
perhaps have them do Quizlet Drill and Practice on the computer for punctuation until they master it. For the
stronger students, I could assign a writing task that would demonstrate their use of punctuation. Ultimately all of
this would lead up to another plickers.com assessments to see if the weak students had improved and then a final
exam for a grade.
Describe your personal learning goal for this activity. (For example: What are you trying that you have not
tried before? What do you hope to learn from this activity? How do you hope it will help students learn? You must
design something that will help you learn something new! Honor System!) My personal learning goal is to find out if
using plickers.com as an assessment tool will make teaching more effective. If I know who to target with additional
help, I believe that could make the student learning experience more positive and also make them retain more of
what they learn. I am able to target students with specific needs and am able to spend more time with the students
that need more help with certain subjects. That would be my hope and goal with using the software.
Other comments about your SRS Activity (optional): As with any technology, the priority would be to meet the
standards while engaging and motivitng the students to learn the material.