Michael K. and I teamed up to present current information on opting out of standardized testing, both nationwide, as well as in Indiana.  Together, we used learning response systems, Promethean Activote “clickers,” to gain real-time data to drive our presentation and relate our small data sample size to a national poll.  The result of our efforts were recorded and then analyzed.

We were long on the uptake in getting the clickers to work, and spent several days tinkering with them.  In the end, it was worth it as the data generated was seamlessly integrated into our PowerPoint presentation through a software download Michael found.

I was a bit unnerved being recorded for a project, and was mostly focused on using good inflection and slow, steady speech, while avoiding “ummms” and nervous laughter.  Upon review of the footage, I only stumbled over my words once, said umm a handful of times, and made one silly face when I was flustered.  Otherwise, my speaking used good inflection.   I did rely on my notes on the NCLB slide, as I wanted to be sure to get the wording “just right” on what I was attempting to convey.

In relation to co-teaching,  I liked that I stepped out of the frame to allow Michael the stage when he was speaking. I think this is a good technique to allow the dominant speaker to have the floor for full attention of the students.  I need to be sure to look engaged in a co-teaching situation and remember that students’ eyes are also on me even if I’m not speaking, as I looked tuned out once while Michael was speaking.  My eye contact with the audience was strong, in particular when Lauren K. asked me a question.

I feel our content followed the rubric with its requirements of graphic and template use and transitions.  Engagement in our presentation included two sources, clickers and iPads, as well as adequate wait time for understanding.  The iPads served as our handouts.  I felt that my movement was fluid, stepping into the frame of the screen when needed to showcase a point.  Our run time for the presentation was over 15 minutes, but under the maximum of 20 minutes.  Both of us were professionally dressed that day.

I think that this LRS presentation best serves HLP 14  and InTASC 6 as the clickers allowed for us to gauge understanding and areas of concern in regards to the topic that we presented as well as  acting as a means of informal assessment.

Utilizing this technique would be a viable way to keep a class engaged and offer me instant feedback of understanding on topics.  Alexandria has a 1:1 with iPads and I hope to use the Nearpod app as a means of a LRS this year while I am there.