STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Troy Hiner

Grade Level: 10th Grade
Content Area: World Geography
Standards Addressed: SSWH11 Students will investigate political and social changes in Japan and in
China from the seventeenth century CE to mid-nineteenth century CE.

a. Describe the policies of the Tokugawa and Qing rules; include how Oda Nobunaga laid the ground
work for the subsequent Tokugawa rulers and how Kangxi came to rule for such a long period in
China.

Student Response Technology Used:

NearPod Socrative PollEverywhere iRespond Today’sMeet Other: Kahoot!
Technology that students will use to respond to questions/prompts:
Computer Hand-held student response system (such as iRespond) Phone
Tablet (such as iPad Other wireless device (such as iPod Touch)
Describe the instructional activities that will occur prior to the SRS activity and how you will
introduce the SRS activity:
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
Additional explanation of purpose (optional):

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 After the main part of the Unit Exam review,
the teacher will end the last 15-20 minutes of class with a Kahoot! activity. Students will need a device in
order to participate (i.e. a smartphone, tablet, or laptop). The Kahoot! activity presents questions in relation
to content about Feudal Japan. Students will demonstrate test preparedness individually. Students will
compete with each other to achieve 1st, 2nd and 3rd places by demonstrating content mastery and acquiring
points for every correct answer given. 1st place will receive 10 bonus points on their test, 2nd place will
receive 5 bonus points, and 3rd place will receive 5 bonus points on a previous test. This activity will enable
students to review critical material that they have been struggling with the most in this unit. In addition,
students are encouraged to actively engage in learning through peer-peer competition with the promise of
bonus points.

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
Bloom’s Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering Understanding Applying Analyzing Evaluating Creating
Types of questions/prompts (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
Provide samples of questions/prompts to be given to students: Who held the most Power in Japan?
Which order is the correct chain of command?

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 correct response to the class
after the SRS activity? Yes No
Why or why not? After the allotted time for each question has expired, the teacher is able to go over the
question and explain to students which answer is correct, which is wrong, and why.
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.) All data collected is immediate. After all
participants of answered the question or the allotted time has expired, Kahoot! will display the correct
answer and the number of students who chose each answer. This enables the teacher to observe where the
gaps of knowledge are and where they may need to focus on in order to bridge that gap.
Describe what will occur after the SRS activity: After the SRS activity the teacher will quickly
summarize the unit review and ask students if they have any last questions before they are dismissed. After
all questions have been answered, the teacher will remind students to study for their unit exam and to come
prepared tomorrow.
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 learning goal for
this activity is for students to demonstrate basic knowledge of the Samurai of Feudal Japan in order to
connect the basics of Japanese Feudal society to the broader concepts discussed in class such as the policies
of the Tokugawa that were rooted in the Samurai class. In addition, I am interested in seeing how effective
a simple SRT tool such as Kahoot! is an enhancing student engagement as well how well it influences
students to access prior knowledge.
Other comments about your SRS activity (optional): Kahoot! is an excellent tool that can be used for a
a variety of purposed and subjects. It can be utilized to access prior knowledge, test preparation, a
discussion starter, and even as an opener to a new unit to gauge pre-established knowledge. It is simple and
easy to make and an excellent resource.