Reviewer’s Name: Allie Gudonis, Christina Giambrone, and Michele Mullar
Date Due: February 9, 2012
Title of learning experience: Measuring to the nearest 1/4 inch EDU 327: J. Arnold
Author of learning experience: Shannon Weber Assignment 2: 10 pts
Warm Comments Cool Comments1) Relation to Standards
· Lesson aligns very well to the standards, the tasks are very specific to measurements.
· The lesson models exactly what the standard states. The students are performing tasks that involve them using the whole, the half and the ¼ inch measurements. / 1) Relation to Standards
· According to the page 3 standard chart author does not have students performing tasks that involve measuring yards, whole centimeters and whole meters.
· For the homework, though the worksheet aligns to the standard and measuring I feel that students will have learned better if they had to find a certain number of objects at their house for each measurement.
2) Intellectual Challenge
· Appendix D allows the student to actually measure objects. Some students may find it harder to measure a 3D object rather than a one dimensional object on a worksheet. This allows the student to think about each unit of measure.
· The rubrics are great they lay out expectations for students they allow a lower achieving student to succeed and a higher level student to also succeed. / 2) Intellectual Challenge
· The rubrics are excellent for grading a student’s work. If a student does not know how to read or navigate a rubric they will not be able to succeed on this lesson. On page 39 is an example, the student did not label units like stated in the rubric.
· To help a student who might learn better with group lessons offer more group oriented activities, the author mainly facilitated individual tasks.
3) Assessment Plan
· The diagnostic portion of this assessment plan is well written and includes a pre-assessment to see what students already know about measurements.
· The rubric for the assessment was easy to follow and student friendly. / 3) Assessment Plan
· On “Funbrain Measurement Practice” could students receive an explanation as to why their answer is incorrect?
· The author did not explain how the standards were linked to the formative assessment portion.
· The anticipatory set states the objective for the lesson and asks an essential question to guide the student’s thinking.
· The website listed is an interactive way to reinforce measurement for students that finish their work early and allows them to continue practicing measurement. / 4) Engagement
· The author needs to include more real world situations throughout the lesson which would help students to gain a more concrete understanding of measurement.
· The independent practice section needs to be more descriptive and adapted to the student’s individual needs.
· Creative idea of having the students come up to the overhead and model how to find measurements on an enlarged ruler.
· Clever idea of having the students and the teacher highlight the rulers to help them learn where different measurements are. / 5) Adaptability
· There are multiple whole group instructional activities throughout the lesson. Possibly try to incorporate more individualized instruction for students who may be struggling.
· Maybe have students practice measuring more classroom objects as well. For example, the length of their pencil or the length of a notebook.
6) Technology Integration
· I like how the author allowed the students a chance to practice finding more difficult lengths on a ruler.
· Nice way of monitoring each student’s progress at various levels of difficulty on Funbrain. / 6) Technology Integration
· I would try to find a way for the students to look more closely at why they might have missed a question on Funbrain.
· Also, I would try to find a way to make the game more academically exciting for students. For example, have students set a personal goal for themselves (how many they get correct) and challenge them to achieve that goal.
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