You did a good job. Satisfied with the outcome as I got a good grade without any of my own efforts.
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: https://www.teachingchannel.org/videos/student-goal-setting
Some of the lessons are animated which make them very comical. There is humor and character involved so this heightens the students interest and can intrigue them to learn more. TedEd has a way of connecting with kids and meeting them down at their which promotes encouragement and inspiration. In return it allows the students to see different strategies and unique ways to learn thing. Students are encouraged to think about what they learn by being ask questions upon the lessons. Sometimes teachers can engage them with a story or share an experience and that helps them aligns them to think. I think story telling is a great strategy to gain their attention and get them to think about they will learn and it also helps them understand. The tools and guidelines they will follow throughout the lesson can also encourage them to think. These modes are a different perception of learning something new and educating or teaching in a different form. I think when the teachers use these different modes it allows the students to learn together and teach one another. This the teacher is able to see how effectively they are grasping the information accordingly.Think of two ways you can incorporate a TEDEd lesson into a typical 50-70 minute class period. Two ways I would incorporate TedEd lesson is with science and Math. Science can be a story of knowledge and how the story is presented is how the engagement begins. The Superhero Science in TedEd was very interesting, kids love comic books anything with pictures and the children could watch the short videos and use that as research and than perform an experiment own their own or working in groups to where as the video could be their reference. TedEd is streamed from YouTube so the students could access it anywhere with a computer. With math TedEd has Math in real life and the students watch some of the videos are then group up and create their own Math in real life by creating their own riddle of math. Then the students can go into different groups and challenge their classmates to see if they can figure out the math riddle.I watched several lesson from TedEd and the ones I enjoined the most was Superhero Science and I liked the What if superpowers were real and I watched the Invisibility one and I thought it was interesting to know that if you were invisible that you would not be able to see. I did not know that and I thought it was cool to present science in a comical way. It presented creativity in a funny way and promoted critical thought in a imaginative way.
Part 2: Linking Rubrics with Student Self-Assessment and Goal Setting
Chapters 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.
Julie Manley indicated that in crafting a “Be sure statement” students are able to focus in on what action item they will perform and what they will actually apply. Manley, J. (2018) Therefore this will allow students to think about what they observed and then they can use that planning for the future. More they are able to use these tools to create critical thought and think of ideas on their own. Asking students to state the rubrics in their own words is more than just finding “student-friendly language.” It is a comprehension activity. Having students state rubrics in their own words will help them understand the rubrics and will give you evidence of their understanding. Brookhart, S. M. (2013).
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.comManley, J. (2018) “Be Sure To”: A Powerful Reflection Strategy https://www.teachingchannel.org/videos/student-goal-setting
These lessons all have great aspects that promote student engagement. Each of these lessons seemed to have something that would hook the students and also peak their interest. Particularly one that I really thought was creative was superhero science. The comic theme is a great idea because many students love to read graphic novels and comic books.
Some of the ways that students are encouraged to think about what they are learning is through the process of critical thinking. In the videos, questions are asked throughout which promote deeper thinking. Another aspect of encouraging students to think about what they are learning was the way the lessons were presented in a story form. Another example to encourage students to think about what they are learning was the incorporation of questions at the end of the videos.
One mode of teaching that allows or both students and teachers to assess during learning is the questions at the end of the lesson. This allows for teachers to see how much of the lesson the students actually understood and which areas need to be reviewed. The questions throughout the video are more beneficial to students for assessment purposes because it allows for them to see where they might require more help with understanding the content.
Two ways that TEDEd lessons can be incorporated into a lesson is:
One particular lesson that I explored was the superhero science lesson. I really enjoyed watching this lesson and I feel like I learned of another way to engage student learning by “thinking out of the box” and not using the traditional approach to a lesson. The idea of using a comic theme to engage students seemed to be very interesting since I have a lot of students that enjoy reading graphic novels and comic books.
Chapters 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” a 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.
In the video “Be Sure To” there are many strategies not only to support the integration of multiple levels of thinking for students but also for the teachers to assess for learning. Particularly, in the video, it is discussed that students are asked to do a reflection piece that requires them to create their own reflection by pulling from a particular rubric or task (Manley, 2018). This also ties into what is discussed in chapters 9 and 10 when Brookhart discusses having students state rubrics in their own words will help them understand the rubrics and will give you evidence of their understanding (Brookhart, 2018).
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
ISTE Standards. (n.d ) Retrieved from https://www.iste.org/standards
Manley, J. (2018) “Be Sure To”: A Powerful Reflection Strategy https://www.teachingchannel.org/videos/student-goal-setting
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