Guided Response:  Respond to at least two classmates’ posts. Compare your impressions of TEDEd and the “Be Sure To” strategy. How did your perceptions differ? What new ideas might you have gotten from their analysis of each? Provide specific feedback regarding their assessment of the “Be Sure To” strategy: https://www.teachingchannel.org/videos/student-goal-setting Laura Powell Some of the lessons are animated which make them very comical. There is humor and character involved so this heightens the students interest and can intrigue them to learn more. TedEd has a way of connecting with kids and meeting them down at their which promotes encouragement and inspiration. In return it allows the students to see different strategies and unique ways to learn thing. Students are encouraged to think about what they learn by being ask questions upon the lessons. Sometimes teachers can engage them with a story or share an experience and that helps them aligns them to think. I think story telling is a great strategy to gain their attention and get them to think about they will learn and it also helps them understand. The tools and guidelines they will follow throughout the lesson can also encourage them to think. These modes are a different perception of learning something new and educating or teaching in a different form. I think when the teachers use these different modes it allows the students to learn together and teach one another. This the teacher is able to see how effectively they are grasping the information accordingly.Think of two ways you can incorporate a TEDEd lesson into a typical 50-70 minute class period. Two ways I would incorporate TedEd lesson is with science and Math. Science can be a story of knowledge and how the story is presented is how the engagement begins. The Superhero Science in TedEd was very interesting, kids love comic books anything with pictures and the children could watch the short videos and use that as research and than perform an experiment own their own or working in groups to where as the video could be their reference. TedEd is streamed from YouTube so the students could access it anywhere with a computer. With math TedEd has Math in real life and the students watch some of the videos are then group up and create their own Math in real life by creating their own riddle of math. Then the students can go into different groups and challenge their classmates to see if they can figure out the math riddle.I watched several lesson from TedEd and the ones I enjoined the most was Superhero Science and I liked the What if superpowers were real and I watched the Invisibility one and I thought it was interesting to know that if you were invisible that you would not be able to see. I did not know that and I thought it was cool to present science in a comical way. It presented creativity in a funny way and promoted critical thought in a imaginative way. Part 2: Linking Rubrics with Student Self-Assessment and Goal ...

1. Guided Response:
Respond to at least two classmates’ posts. Compare your
impressions of TEDEd and the “Be Sure To” strategy. How did
your perceptions differ? What new ideas might you have gotten
from their analysis of each? Provide specific feedback regarding
their assessment of the “Be Sure To” strategy:
https://www.teachingchannel.org/videos/student-goal-setting
Laura Powell
Some of the lessons are animated which make them very
comical. There is humor and character involved so this
heightens the students interest and can intrigue them to learn
more. TedEd has a way of connecting with kids and meeting
them down at their which promotes encouragement and
inspiration. In return it allows the students to see different
strategies and unique ways to learn thing. Students are
encouraged to think about what they learn by being ask
questions upon the lessons. Sometimes teachers can engage
them with a story or share an experience and that helps them
aligns them to think. I think story telling is a great strategy to
gain their attention and get them to think about they will learn
and it also helps them understand. The tools and guidelines they
will follow throughout the lesson can also encourage them to
think. These modes are a different perception of learning
something new and educating or teaching in a different form. I

2. think when the teachers use these different modes it allows the
students to learn together and teach one another. This the
teacher is able to see how effectively they are grasping the
information accordingly.Think of two ways you can incorporate
a TEDEd lesson into a typical 50-70 minute class period. Two
ways I would incorporate TedEd lesson is with science and
Math. Science can be a story of knowledge and how the story is
presented is how the engagement begins. The Superhero Science
in TedEd was very interesting, kids love comic books anything
with pictures and the children could watch the short videos and
use that as research and than perform an experiment own their
own or working in groups to where as the video could be their
reference. TedEd is streamed from YouTube so the students
could access it anywhere with a computer. With math TedEd has
Math in real life and the students watch some of the videos are
then group up and create their own Math in real life by creating
their own riddle of math. Then the students can go into different
groups and challenge their classmates to see if they can figure
out the math riddle.I watched several lesson from TedEd and the
ones I enjoined the most was Superhero Science and I liked the
What if superpowers were real and I watched the Invisibility
one and I thought it was interesting to know that if you were
invisible that you would not be able to see. I did not know that
and I thought it was cool to present science in a comical way. It
presented creativity in a funny way and promoted critical
thought in a imaginative way.
Part 2:
Linking Rubrics with Student Self-Assessment and Goal Setting
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” (Links to an external site.)Links to an external

3. site.
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.
Julie Manley indicated that in crafting a "Be sure statement"
students are able to focus in on what action item they will
perform and what they will actually apply. Manley, J. (2018)
Therefore this will allow students to think about what they
observed and then they can use that planning for the future.
More they are able to use these tools to create critical thought
and think of ideas on their own. Asking students to state the
rubrics in their own words is more than just finding “student-
friendly language.” It is a comprehension activity. Having
students state rubrics in their own words will help them
understand the rubrics and will give you evidence of their
understanding. Brookhart, S. M. (2013).
Refernces:
Brookhart, S. M. (2013).
How to create and use rubrics for formative assessment and
grading
. Alexandria,VA: Association for Supervision & Curriculum
Development. Retrieved from
http://www.ebrary.com
Manley, J. (2018) "Be Sure To": A Powerful Reflection
Strategy
https://www.teachingchannel.org/videos/student-goal-setting

4. Jacqueline Rodriguez
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

5. 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).

6. 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

7. reflection by pulling from a particular rubric or task (Manley,
2018). This also ties into what is discussed in chapters 9 and 10
when Brookhart discusses having students state rubrics in their
own words will help them understand the rubrics and will give
you evidence of their understanding (Brookhart, 2018).
References
Brookhart, S. M. (2013).
How to create and use rubrics for formative assessment and
grading
. Alexandria,VA: Association for Supervision & Curriculum
Development. Retrieved from
http://www.ebrary.com
ISTE Standards. (n.d ) Retrieved from
https://www.iste.org/standards
Manley, J. (2018) "Be Sure To": A Powerful Reflection
Strategy
https://www.teachingchannel.org/videos/student-goal-setting