Part 1

How do the lessons in TEDEd promote student engagement?

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.

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

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.

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

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.

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 that TEDEd lessons can be incorporated into a lesson is:

The use of a video being used at the end of the lesson as an exit ticket. This can be done by going through an entire lesson with class discussions, followed by an activity that would require students to use the dig deeper approach and research the topic online. The end of the lesson would be a quick video such as the ones on TEDEd.

This video would be used as an exit ticket to promote further thinking of the topic followed by a 2-question response, which would be part of the assessment. This would fit into the NETS-S standard by incorporating empowered learners 1c. Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways (ISTE Standards, n.d).

Another way that TEDEd lessons can be incorporated is with quick bell ringers that briefly touch on the topic that will be discussed that day. This would also follow up with a one-question response to assess prior knowledge on the content that students will learn that day.

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

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.

Part 2

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).

References

Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Alexandria,VA: Association for Supervision & Curriculum Development.

Manley, J. (2018) "Be Sure To": A Powerful Reflection Strategy