Week 8, Formative and Summative Assessments
This lesson is part of a unit of work that covers both Food Technology and Agriculture during the years 7- 8 Technology Mandatory subject. The lesson has been developed with the summative assessment task as the first consideration (Wilson, Alaniz & Sikora. 2016; Readman & Allen, 2013).The formative assessment for the lesson plan has been inbuilt and includes the use of technology by using Survey Monkey. There are alternative technologies that could also have been used such as Google Forms or the questions feature in the Google Classroom application to use the mark book function for ease of use, but this inclusion also allows students to become familiar with the Survey Monkey site so they may, in future, create their own surveys as well. This would accompany the non digital formative assessments used in the lesson of question and answer techniques during the discussion at the farm.
Using the progressive blog would work in a similar way to a printed work portfolio but allows students to include photographs and videos of their chicks' growth as well as many other components of the unit. Students would use the photographs uploaded to the blog to produce a stop-motion video a the end of the unit, which brings the work sample as a whole from the Substitution end of the SAMR Model to the Redefinition stage (Marcovitz & Janiszewski. 2015), this would be impossible without the technology as well as without the progressive additions to the blog in the first place. while students may have been able to present a hand sketched table previously, they will now be able to present something with much more accuracy and aesthetically pleasing qualities than before.
Week 7 Lesson Plan
While this Chick Development video is 'how to tell if a chick is male or female' the format of daily photographs compiled into a stop motion video is what the students will be doing as part of their summative assessment task.
Using the progressive blog would work in a similar way to a printed work portfolio but allows students to include photographs and videos of their chicks' growth as well as many other components of the unit. Students would use the photographs uploaded to the blog to produce a stop-motion video a the end of the unit, which brings the work sample as a whole from the Substitution end of the SAMR Model to the Redefinition stage (Marcovitz & Janiszewski. 2015), this would be impossible without the technology as well as without the progressive additions to the blog in the first place. while students may have been able to present a hand sketched table previously, they will now be able to present something with much more accuracy and aesthetically pleasing qualities than before.
Week 7 Lesson Plan
While this Chick Development video is 'how to tell if a chick is male or female' the format of daily photographs compiled into a stop motion video is what the students will be doing as part of their summative assessment task.
References
Marcovitz, D., & Janiszewski, N. (2015, March). Technology, models,
and 21st-century learning: How models, standards, and theories make learning
powerful. In Society for information technology & teacher education
international conference (pp. 1227-1232). Association for the
Advancement of Computing in Education (AACE). https://pdfs.semanticscholar.org/681f/7840d7826538451837dce49cdbff64bbf814.pdf
Readman, K., & Allen, B. (2013). Practical planning and assessment. Retrieved from https://ebookcentral.proquest.com
Readman, K., & Allen, B. (2013). Practical planning and assessment. Retrieved from https://ebookcentral.proquest.com
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