Guided Response: Respond to at least two classmates’ posts. Compare your impressions of TEDEd and the “Be Sure To” strategy. How did your perceptions differ? What new ideas might you have got

 Guided Response: Respond to at least two classmates’ posts. Compare your impressions of TEDEd and the “Be Sure To” strategy. How did your perceptions differ? What new ideas might you have gotten from their analysis of each? Provide specific feedback regarding their assessment of the “Be Sure To” strategy. 

Emmanuel Morris

• How do the lessons in TEDEd promote student engagement?

            TEDEd lessons promote student engagement by students working together to discuss creative ideas. His lessons are dedicated to sparking and celebrating the youth around the world and connecting with other students. TEDEd lessons also promote critical thinking skills. 

• What are some ways students are encouraged to think about what they are learning?

         Ways students are encouraged to think about learning is open-discussions about the lesson. The teacher-student discussion will allow students to not only think about what they are learning, but it lets the teacher know whether the students are gaining success in the lesson, or if reteaching is needed. Another example is active learning. Active learning requires students to participate in class, as opposed to sitting and listening quietly. (Wiggins, 2000). 

• How do these modes of learning allow both students and teachers to assess learning?

           Active learning will give the teacher the opportunity to see if students are grasping the information of the lesson successfully.  Active learning strands in contrast to "traditional" modes of instruction in which students are passive recipients of knowledge. (O'neal & Grover,n.d.) This opportunity will allow students to engage in the lesson effectively and learn with their peers. 

• Think of two ways you can incorporate a TEDEd lesson into a typical 50-70 minute class period. How could you deliver it? How could students access it?. Take a look at the NETS-S standards when addressing this.

            Two ways I can incorporate TEDEd lesson is by conducting a research project in Science and Technology and Health. In Science and Technology, students will conduct research on how hibernation works? How many animals can they find that hibernates? Why do animals hibernate? Students will be paired into groups to conduct research. Students will create a poster board with information on what they have found and will present in front of the class.

The second lesson I will conduct is Health, "Why are you always tired?". Students will conduct research on their own, to come up with an answer to why are we always tired? Students will also have an opportunity to do a video recording as well. I will allow students to conduct a survey with other students across the world, to ask them why are they always tired? The conclusion of the lesson, students will reflect on what they learned and how they will use what they learned in the real world. 

• Share one particular lesson you explored as well as what you gained from it.

           One lesson I explored, was the Math lesson. The lesson was "Can You Solve The Giant Cat Riddle?". Watching this lesson, I gained the creativity and how the lesson promotes critical thinking and solving skills. Also how to make math fun but also a learning factor. 

Chameka Dalton

How do the lessons in TEDEd promote student engagement?What are some ways students are encouraged to think about what they are learning?

• Student engagement is promoted through video lessons that teachers can create for the students. It taps into student's interests, utilize technology and encourage creativity.  Students are encouraged to think about what they are learning through the Think and Dig Deeper section. Their critical thinking skills are being used at this point.

How do these modes of learning allow both students and teachers to assess learning?

• The modes of learning allows students and teachers to assess learning by tracking their progress throughout the lesson. There is a section that allows you to see what each student has completed and is still working on. This could help the teacher to determine who is struggling on certain questions or topic. They are also encouraged to answer questions and ask questions. 

Think of two ways you can incorporate a TEDEd lesson into a typical 50-70 minute class period. How could you deliver it? How could students access it?. Take a look at the NETS-S standards when addressing this.

• The video from TEDEd lesson could be used as the set or introduction of a lesson. The question sections could be answered during small group rotation after whole group instruction. The TEDed lesson could also be used as a review, while closing out the lesson.

Share one particular lesson you explored as well as what you gained from it.

• I explored a math lesson about how many ways are there to prove the Pythagorean theorem. I like how it made actual sense of the formula. Students will understand the background knowledge and may be able to apply it better. I thought it was interesting and I learned some new things my self.

Part 2: Linking Rubrics with Student Self-Assessment and Goal SettingChapters 9 and 10 of the Brookhart text discuss strategies for guiding students for the demands of assessment as well as setting goals. Pairing this information with what you learned from viewing the “Be Sure To” (Links to an external site.)Links to an external site. video clip, explain how these strategies not only support the integration of multiple levels of thinking for students, but the teacher’s ability to assess FOR learning.

• There are many strategies listed in Chapter 9 & 10 of the Brookhart text as well the strategy discussed in the video clip, that helps students know and meet their learning goals.  "The idea that students will learn better if they know what they are supposed to learn is so important" (Brookhart, 2013, chapter 9). I think it begins with a clear and appropriate rubric. Once the rubric is set, these strategies will take place. Students will be able to see what is clearly expected of them and set goals to accomplish each criteria. Teachers will be able to assess for learning by utilizing the rubric and providing effective feedback. Evidence of learning will be indicated, therefore, students and teachers can use if for improvement.

Reference 

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria,VA: Association for Supervision & Curriculum Development. Retrieved from http://www.ebrary.com