Tech activity: A flipped experiment

GOAL: Introduce "new" technology for the class. Classmates will watch a screen cast before the class activity, then complete an assessment after the activity.


Email a proposal that includes the following:

  1. Include the randomly assigned CCSS-M content area that will be the focus of your activity. Please include the entire language given in the standard, not just the identifier.
  2. Identify the "new" technology
  3. Any other information the instructor might need to understand your idea.


Use screen capture software (e.g., Screencast-o-matic) to introduce your new technology in approximately 10 minutes. Classmates will watch the screen cast before your activity.

Possible tips:

SPECIAL NOTE: Also include download link for your video because embedded videos can have issues (e.g., auto-play, no rewind, no scaling, etc.).

Lead the activity

There will be 10-15 minutes of class time to finish, practice, or extend the ideas from your screencast.



Immediately following your activity, there will be at most 10 minutes for assessing students.

As the instructor, you are not allowed to help students but may answer clarifying questions. Collect the assessment and analyze the data (see below for more details).

SUBMISSION: Submit the a PDF copy of the analysis to Canvas as well as a link to your blog.

Tech activity scoring guide [40 TP]

General requirements

  • All materials are created by the preservice teacher (4 TP)
  • Main technology is "new", either new software or class software used in new way (4 TP)
  • Screencast is ~10 minutes (4 TP)
  • Presentation is 10-15 minutes (4 TP)


Posted at least _____ before assigned presentation time?

  • 48 hours (4 TP)
  • 24 hours (2 TP)
  • 1 hour (1 TP)

How clearly does the screencast introduce the "new" topic?

  • 4 - very clearly
  • 3
  • 2
  • 1 - minimally clear

How accurate is the mathematics?

  • 4 - completely
  • 3
  • 2
  • 1
  • 0 - not at all


General requirements

  • Flows smoothly, with any glitches handled gracefully (2 TP)
  • Student interactions (2 TP)

How clearly does the presentation connect and continue the screencast?

  • 4 - very clearly
  • 3
  • 2
  • 1 - minimally clear

How accurate is the mathematics?

  • 4 - completely
  • 3
  • 2
  • 1
  • 0 - not at all

edTPA analysis

After collecting and scoring the assessment, submit an analysis of the data.

  1. Provide a specific example for how various representations were used during the activity to deepen student understanding of the mathematical standard.
  2. Provide a table containing item analysis data. Suggestions:
  3. Provide patterns of learning for each edTPA category: conceptual understanding, procedural fluency, mathematical reasoning, and problem solving. For each category, minimally do the following:
    1. Start each paragraph with a one sentence definition for category being discussed and its source(s). See Assessment Analysis Prep.
    2. Discuss how the topic was assessed.
    3. Discuss quantitative patterns Quantitative patterns indicate in a numerical way the information understood from the assessment (e.g., 10 out of 15 students or 67% of the students). (edTPA glossary for patterns of learning)
      • Focus on what students can do mathematically
      • Focus on what students need to improve mathematically
    4. Discuss qualitative patterns Qualitative patterns include descriptions of understandings, misunderstandings, and/or partial understandings that could explain the quantitative patterns (e.g., "given that most students were able to _____ it seems that they understand _____" (edTPA glossary for patterns of learning)
      • Include pictures of student work
      • Label student work, "student 1", "student 2", "student 3" because edTPA allows at most work from three students.
    5. Discuss which of the following responsive actions the teacher should take based on the supporting evidence:
      • move on (only recommended if all students understand the content)
      • get more information (what question will provide new insights?)
      • provide more formative feedback like giving specific hint, clue, question, etc., to help students with a misconception (give the actual hint/clue/question that you would use)
      • provide more instruction for whole class (be specific regarding new focus or new activities; repeating the same thing again is not enough)


edTPA scoring guide [20 TP]


Provides specific example(s) for how representations were used to deepen student understanding of the mathematical standard(s) in a …

  • clear and complete manner (4 TP)
  • (3 TP)
  • (2 TP)
  • minimal way (1 TP)

Assessment analysis

  • Includes a digital copy of the assessment (2 TP)
  • Table includes edTPA categories and CCSS-M standards (2 TP)
  • Table includes difficulty and discrimination index data (2 TP)

Patterns of learning

Each cell is 0.5 TP for a total of 10 TP

definition and source how assessed? quantitative patterns qualitative patterns
(≤3 student samples)
responsive actions
conceptual knowledge
procedural fluency
mathematical reasoning
problem solving

Points: 0