BrainPop.

com Learning Module Evaluation Project II Levels 1 & 2

Tonya K. Schauwecker Purdue University EDCI-577

Overview BrainPOP.com is a fully interactive online learning website for students in grades K-12. According to www.brainpop.com/about, the website was developed in 1999 by Avraham Kadar, M.D., a pediatrician who wanted to help his young patients understand difficult concepts (n.p.). The website has grown significantly and now it also creates animated, curricular content that engages students, supports, educators, and bolsters achievement (n.p.). Through the use of BrainPOP.com, teachers can enhance student learning in all subject areas with the use of pre-tests, videos, interactive activities, games, printables, and even whole-class testing sessions using clickers and interactive white boards. Because BrainPOP.com is interactive, students and teachers have the opportunity to continuously learn and plan on the go through the BrainPOP.com apps available on all devices. Additionally, BrainPOP.com allows teachers to search lessons based on state standards or Common Core standards by grade level, subject area, and specific content. The BrainPOP.com website is useful for in-class and at-home learning. Teachers can introduce a subject in class using the pre-testing quiz and video introduction, then continue through the learning activities and unit as a group, or the teacher can assign students to peruse the topic modules at home, then come to school prepared to do activities together. New subjects and learning modules are continuously added to the site, giving teachers and learners multiple opportunities for growth. Searchable subject areas

Audience Students in 12th grade English will begin the Gothic Literatures unit using BrainPOP.com to learn about the poetry of Edgar Allen Poe and Mary Shelleys Frankenstein. This unit will address the following Common Core State Standards CCSS.ELA-Literacy.RL.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

CCSS.ELA-Literacy.RL.11-12.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. CCSS.ELA-Literacy.RL.11-12.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentiethcentury foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. Context In order for students to build upon their previous knowledge and gain new knowledge of the writers, themes, and texts, students will complete learning activities through the BrainPOP.com website while in class. The highly interactive and engaging modules provide students with a general overview of the subjects in an engaging and approachable manner. Teachers should follow the sequence of activities outlined below. Each BrainPOP.com module will take one week to complete with one week of readings between the first module and the second module and three weeks of readings following the second module. The Gothic Literatures unit will take a total of six weeks to complete. Students will participate in whole-group activities in class and then work in small groups to verify understanding, construct meaning, and to report learning. In addition to in class activities, students will have some homework to complete on their own or with a friend. This is a 42 minute class that meets five times per week. Required materials include: Login and password to access BrainPOP.com (login: bogert, password: bogert), a projector and interactive whiteboard, writing instruments and paper, and a computer. Module Sequence Module 1 Edgar Allen Poe Activities Reaction Instruments & Procedures Learning Module 2 Frankenstein Activities Reaction Learning

1. BrainPOP.com Bellwork 1 video Pretest (Appendix Item A) Exit slip Reaction Survey (Appendix item C) 2. a. Complete analysis activity in small groups Bellwork 2 Journal Entry (Appendix item D & G) Exit slip -

Guided questioning and class discussion (Appendix item E)

5.BrainPOP.com Bellwork 6 video Pretest (Appendix Item B) Exit slip Reaction Survey (Appendix item C) 6. Complete module vocabulary activity Bellwork 7 Journal Entry (Appendix item D & G) Exit slip -

Guided questioning and class discussion

Check for understanding through presentations and discussion

Pre and postquiz results comparison (Appendix item H)

b. Present findings

3. Read FYI sections

Reaction Survey (Appendix item C) Bellwork Journal Entry (Appendix item D & G) Exit slip Reaction Survey (Appendix item C) Bellwork Journal Entry (Appendix item D & G)

with use of rubrics (Appendix item F) Group presentations with use of rubrics (Appendix item F)

7. Read FYI sections

Reaction Survey (Appendix item C) Bellwork Journal Entry (Appendix item D & G) Exit slip Reaction Survey (Appendix item C) Bellwork Journal Entry (Appendix item D & G)

Group presentations with use of rubrics (Appendix item F)

4. Complete module quiz

Quiz results (Appendix item A with altered title)

8. Complete module quiz

Quiz results (Appendix item B with altered title)

Instruments and Procedures Level 1 Reaction According to Kirkpatrick & Kirkpatrick (2006), if programs are going to be effective, they must meet the needs of participants (p. 4). In order to determine how receptive students are to the unit and to assess students needs in relation to the skills they will encounter in the unit, the teacher should administer pre-tests prior to each daily lesson of both modules (See Appendix Item A). Kirkpatrick & Kirkpatrick (2006) call these types of pre-training assessments a, Survey of Training Needs. In schools, however, these are called pre-tests. Pre-testing will ensure that the daily objectives have a clear focus for students and that students are clearly aware of what those objectives are. Stating the objectives clearly and providing the learning context prompts students to retrieve prior knowledge, helping them make new knowledge connections. Because the pre-tests will serve two purposes, to gage reception and to pre-assess skills, teachers should chunk the pre-test into two different sections. The K-12 setting is slightly different than the secondary education or corporate training setting in that the daily exit slip blurs the lines of Level 1 Reaction and Level 2 Evaluation. Exit slips provide information of value to both levels. They provide the teacher with valuable information to determine students opinions of the lesson and they assess growth during the lesson. Additionally, exit slips serve to clear up any misconceptions that need addressing the following day (See Appendix Item B). Level 2 Learning Students should develop new knowledge throughout the course of this unit in both modules, evinced in the scores of the daily evaluations. While 100% success is important and preferred, 75% or greater

overall proficiency on the summative evaluations (post-tests), combined with 90% overall proficiency on the formative assessments (daily activities) will be considered successful learning. Pretests, daily journal prompts, and exit (reaction surveys) will require 100% participation of daily attendees. Students who are absent must make up any missing lessons and assessments on their own or during ICE (Intervention, Challenge, and Extension) time. Students who do not make up missing assessments and lessons in the amount of time allotted by the Student Handbook will receive a failing grade for that assessment even if they are able to do the work. Because this is a classroom setting, anonymity of results testing is not feasible, although suggested by Kirkpatrick & Kirkpatrick (2006). Students need to receive credit for work completed so parents and caregivers can determine overall success. Grades are entered using the Pearsons GradeBook program, which is accessible by administrators, students, and parents at any time (See Appendix item G). Overall grades for the unit will determine if students were able to learn the materials and meet the stated objectives. Students who earned a letter grade of a D or better in the unit are considered successful learners according to the school standards. Students who earn a final letter grade of F will have to retake the class. This unit will make up approximately 1/10th of the total grades for the quarter. Administration Procedures Prior to students entering the classroom, the bellwork pre-test should be in a designated area in the classroom that students are already familiar with. The pre-test will be a ten-question short answer paper-and-pencil worksheet. All questions have definitive answers. Teachers should inform students that the pre-test will not affect their overall grade, but that they should do their best to show what they know. Upon completion of the pre-test, teachers should score each test while students begin the first module. Enter scores into the gradebook (See Appendix Item G) Daily exit slips should be administered approximately five minutes prior to the end of class. These reaction questionnaires will determine if there is a need to go back into the lesson to reteach misconceptions or inadequately taught concepts (Tonya Schauwecker, Reprinted from Week 3 Discussion Board Post 1). Calculate and enter scores into the gradebook. Present daily journals for activities 2, 3, and 4 (See Appendix item D). Journal prompts will allow students to recall information from previous lessons and to interact with the new information. Teachers should grade journal prompts using the provided Journal Rubric (See Appendix item G). Calculate and enter scores into the gradebook. Prior to beginning activity 1, provide students with the Discussion Rubric (See Appendix item E) so students know the assessment requirements. Allow students to complete the activities and discuss information in their own groups, while guiding the discussions as needed with further inquiry questions or redirecting. Calculate and enter scores into the gradebook. Prior to beginning activities 2 a, 2 b, 3, and 7, students should be presented with the Presentation Rubric (See Appendix item F). Calculate and enter scores into the gradebook. Activity 6, in the Frankenstein module should begin with a pre-test of the vocabulary terms (See Appendix item H). Upon completion of the in-class activity, present students with the same quiz using

the Frankenstein vocabulary quiz (Appendix item H.) Calculate and enter post-test scores into the gradebook. Upon completion of both modules, present the pre-tests again, with an altered document titles (See Appendix items A and B). Inform students that these scores will count toward their final grade. Calculate and enter scores into the gradebook. Reporting Grades will be calculated using Pearsons GradeBook software (See example Appendix Item I) purchased through a licensing agreement with the school district. Teachers should follow department grade scales when determining grade weights. English Department Scale Writing / Projects 40% Tests 30% Quizzes 20% Homework / Classwork 10% These are the only category options available in the GradeBook program, so teachers should use the following categorization for each assessment: Pre-tests Enter under homework, making sure the Include in final grade box is not checked so students grades are not affected by the results. Daily Journals Enter under Homework / Classwork using the rubric Discussions Enter under Homework / Classwork using the rubric Vocabulary Quiz Pre-test Enter under Homework / Classwork, but make sure the include in final grade box is not checked Vocabulary Quiz Post-test Enter under quiz Presentations Enter under Writing/Projects Final Module Quiz Enter under Quiz Pearsons GradeBook will tabulate achievement scores. In order to determine learning has occurred, teachers should review pre and post-test module scores, as well as pre and post-test vocabulary scores to observe growth. A score of 5 or lower on the vocabulary or module quizzes will result in a failing grade (F). Students who improve scores higher than a 6 (D) are considered passing and said to have learned. (This is according to the grade scale; however, teachers may choose to require students who do not achieve a C or better (7/10) to review the module and retake the assessment.) Journals with a cumulative score of 3 or better and 90% participation are considered successful. Discussions with a cumulative score of 3 or better and 90% participation are considered successful. Presentations with a cumulative score of 3 or better and 100% participation are considered successful. (See example Appendix item J)

Appendix Item A Name______________________________________ Module 1 Pretest ~ Edgar Allen Poe Directions: CIRCLE the appropriate answer 1. A reader is most likely to experience which emotion while reading a work of Gothic horror? a. Elation b. Amusement c. Anxiety d. Euphoria Which of these elements would be most appropriate in a Gothic tale? a. A talking horse that banters with its owner b. A gloomy fog that descends on a village at night c. A chair in a quiet library that squeaks loudly d. A sudden rainstorm that interrupts a picnic Which choice best describes Poes relationship to the short story? a. He helped popularize the genre b. He mastered a form that was already popular c. His short stories were never as popular as his poems d. His novels were better than his short stories In The Fall of the House of Usher, the crack in the house and the eye-like windows are examples of: a. Omniscience b. Conflict c. Passion d. Symbolism What word or phrase best describes the overall atmosphere of The Fall of the House of Usher? a. Family love b. Dread c. Acceptance of death d. Realism In The Tell-Tale Heart, which sense contributes most to the narrators downfall? a. Smell b. Taste c. Sound d. Touch In The Tell-Tale Heart, what is the narrators main motivation for committing murder? a. Jealousy b. Insanity c. Revenge d. Greed Period____________________

2.

3.

4.

5.

6.

7.

8. Which statement best describes Poes career as a poet? a. He never made it b. He found immediate success c. He lost his passion for it d. He found success later in life 9. Which of these phrases is an example of alliteration? a. The moon in June b. A rushing, raging river c. Pounce like a cat d. The snow is a blanket 10. Which relationship from Poes personal life most likely influenced his writing of The Raven? a. His father b. His mother c. His wife d. His editor Pre-test Short Answer: Using conventions of Standard Written English, express your feelings about this module. Are you excited about it? Why? Are you nervous or worried? Why? Be sure to give a complete answer so that I am able to use this information to your benefit. Post-test Short Answer: Now that weve finished reading some of Poes most famous writings and learned a lot about his background and writing style, it is your turn to write like Poe. Using your journal entry from earlier this week, continue your short story.

Answer Key 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. C B A D B C B D B C

Appendix Item B Name______________________________________ Module 2 Pretest ~ Frankenstein Directions: CIRCLE the appropriate answer 1. Which of the following terms best describes the physical appearance of Frankensteins monster? a. Grotesque b. Engaging c. Charming d. Handsome 2. Why is Victor Frankenstein surprised by his monsters appearance? a. He had no idea what his creature would look like b. He wanted the creature to be much smaller c. He expected the creature to be beautiful d. He didnt think the creature would be able to move and talk 3. What causes Frankensteins monster to become evil? a. It is born with an evil nature b. Dr. Frankenstein trains it to be evil c. People mistreat it d. It spends time with criminals 4. How was the Romantic era different from the Enlightenment? a. The Romantic era emphasized emotion; the Enlightenment emphasized reason b. The Romantic era occurred during the 20th century; the Enlightenment occurred during the 10th century c. The Romantic era emphasized poetry; the Enlightenment emphasized prose d. The Romantic era saw major scientific discoveries; the Enlightenment was an era of literary discovery 5. Place the following in the order they occur in the book: A) Frankenstein runs from his creation; B) Frankenstein goes to the Arctic; C) The monster kills Frankensteins family a. C, B, A b. B, A, C c. A, C, B d. A, B, C 6. What is Victor Frankensteins fatal flaw? a. His love of science b. His rejection of his own creation c. His lack of respect for nature d. His inability to form human relationships 7. What effect did Frankenstein have on later works of fiction? a. It inspired science-fiction writing b. It inspired technical writing c. It inspired books of poetry d. It inspired books about the Enlightenment Period____________________

8. What can you infer about the fact that Frankensteins creature has no name? a. Shelley thought it would be mean to equate one name with evil b. Shelley knew people would start calling the creature Frankenstein c. It serves as a reminder that the creature has no parents and isnt human d. It suggests that Dr. Frankenstein isnt very creative 9. Why is Victor Frankenstein a good example of an Enlightenment scientist? a. He pursues knowledge at any cost b. He vows to destroy his creation c. He values his family and friends over knowledge d. His creation destroys his family 10. Why is Frankenstein a good example of a Romantic novel? a. It criticizes emotion b. Its main character is a scientist c. It draws on the theories of Newton and Galileo d. It presents nature as terrifying

Pre-test Short Answer: Using conventions of Standard Written English, express your feelings about this module. Are you excited about it? Why? Are you nervous or worried? Why? Be sure to give a complete answer so that I am able to use this information to your benefit. Post-test Essay: Reflect how is Mary Shelleys Frankenstein a comment on mans obsession with perfection of nature? Write a solid

Answer Key 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. A C C A B C A D A D

Appendix Item C Daily Exit Questions (Reaction Questionnaires) Name_______________________________________ Daily Exit Question I feel like I met todays lesson objective
Strongly Disagree Agree Strongly Agree

Period_____________

Restate the objective:

Did todays lesson help you come to a better understanding of the material? Yes, I completely understand. Yes, but I still have questions Add questions:

No, Im completely lost. I need a pass to come to ICE time.

What can we do together that will help you understand the lesson better? Ive provided sentence starters to help you if youre stuck. Please explain I didnt hear I need to move my seat because Please show me another way to

(Reprinted from Week 3 Discussion Board Post 1)

Appendix Item D Journal Entries All journal entries are entered in students notebooks that do not leave the classroom. These are use d to recall previous knowledge and to set the tone of the class. Journal 1 Youve encountered Poes work before, what are your impressions so far? What do you know about, The Fall of the House of Usher? Make a prediction about the short story. Journal 2 Gossip and rumors started by a jealous rival ruined Poes reputation. The rumors spread about him still live on today, more than a hundred years later! Have you ever dealt with rumors and gossip? If so, how did you handle it? Would you have done anything differently? Journal 3 Choose one of Poes famous quotes from the Quotes section of BrainPop. Fully explicate the quote and state its relevance to our class. What is your favorite quote? Journal 4 Choose five words from the vocabulary list and use them to begin a short story or poem with a creepy tone like Poe used. Journal 5 Recall from the BrainPop movie yesterday what the Enlightenment period and Romanticism were. Explain how the two work together. How are they different? Journal 6 Recall your understanding of allusion. Shelley titled her story, Frankenstein; or, The Modern Prometheus. What would be her purpose in referring to Greek mythology? Check your understanding in the FYI section under Language. Journal 7 Prepare any questions you may have or need clarifying before we take the background quiz today. Journal 8 Using elements of Gothic (Dark Romantic) literature and five terms from your vocabulary, begin a short story that would rival Shelleys.

Appendix Item E Rubric for Classroom Discussion

Criteria Exemplary Effective Minimal Unsatisfactory

Level of Engagement

Contributes to class activities by offering quality ideas and asking appropriate questions on a regular basis Actively engages others in class discussions by inviting their comments Constructively challenges the accuracy and relevance of statements made Effectively identifies and summarizes main points Always prepared for class with assignments and required materials Accurately expresses foundational knowledge pertaining to issues raised during the discussion Consistently positive, cooperative attitude during class Always supportive of other students ideas

Contributes to class activities by offering ideas and asking questions on a regular basis Often engages others in class discussions by inviting their comments Challenges the accuracy and relevance of statements made Identifies and summarizes main points

Occasionally contributes to class activities by offering ideas and asking questions Sometimes engages others in class discussions Sometimes has an understanding of main points Identifies and summarizes some of the main points

Fails to contribute to class activities Fails to invite comment/opinions from other students Demonstrates little understanding of main points Does not identify or summarize main points

Preparedness

Usually prepared with assignments and required materials Expresses basic foundational knowledge pertaining to class discussions

Seldom prepared with assignments and required materials Expresses limited foundational knowledge pertaining to class discussions

Consistently unprepared for class Expresses no relevant foundational knowledge

Attitude

Usually positive and cooperative with classroom projects and discussions Often supportive of other students ideas

Seldom actively participates in classroom projects and discussions Sometimes supportive of other students ideas

Rarely if ever participates in classroom projects and discussions Occasional disruptive behavior

Comments / Suggestions:

Appendix Item F Presentation Rubric

Description for Criteria Level 4 All important facts and information was included Additional outside information is also presented that shows the group went beyond the required reading Thoughtful Engaging Interesting Presentation that ensured learning by the whole class Did not read from notes Maintained eye contact Projected voice so all could hear clearly Appeared confident and comfortable Worked well together Used time wisely All members contributed equally and worked with each others skills Level 3 Most facts from the FYI section were included Level 2 Some important facts were included, but mostly unimportant information. Teacher may have to add additional information. Level 1 Not enough information was included in presentation for other students to understand the facts. Teacher will have to review for the group Description for Description for Description for

Facts

Interesting

Engaging presentation that held the attention of most class members

Attempted to be interesting in presentation, but did not reach the goal

Made no attempts to be interesting or thoughtful in presentation.

Speaking Skills

May have used notes occasionally Maintained eye contact and clear voice Seemed comfortable

Used notes the entire time Tried to appear confident with eye contact and clear voice

Read directly from notes or Had no prepared notes and conveyed no real information to judge category

Group Dynamic

Worked well together for the most part Rarely off topic All group members contributed

Some issues in the group caused disruptions to the process Often off topic Some group members did not contribute

Often off task Wasted class time Often a disruption to the learning environment

Comments / Suggestions:

Appendix Item G

Rubric for Journal Writing

Exemplary Criteria Yes Detailed explanation of experience Specific descriptors of observations during experience Writing is highly organized with logical sequence Reflects well on own work Provides many examples Student listens well in different contexts; relates observations to classroom concepts and/or personal experiences Makes many inferences Comprehends deeper meanings High level of critical thinking expressed Obvious, detailed effort on assignment Neat, legible handwriting Yes, but Clear explanation of experience Objective observation of experience Organization is clear and easy to follow No, but Somewhat clear explanation of experience Somewhat objective observation of experience Minimal organization Some reflection on own work Provides few examples Makes minimal reference to what is heard in class or to personal experience No Vague explanation of experience Non-objective observation of experience No organization evident; confusing Accomplished Developing Beginning

Retelling of Experience

Reflections/ Personal Response

Reflects on own work Provides examples

Little reflection on own work Provides very few or no examples Makes no reference to what is heard in class or personal experiences

Relevance to Classroom Concepts or Personal Experience

Student listens in class; relates some observations to classroom concepts and/or personal experiences Makes inferences most of the time Usually comprehends deeper meanings Some critical thinking expressed Acceptable effort on all parts of the assignment Legible handwriting

Analysis of Experience

Some inferences are made Comprehends surface level meaning Minimal critical thinking expressed Some effort on assignment Readable handwriting

Few or no inferences are made No comprehension or reflection on assignment Little or no evidence of critical thinking Little or no effort on assignment Illegible handwriting

Effort on Assignment

Comments / Suggestions:

Appendix Item H Name__________________________________________ Frankenstein Period______________

5 Matching Questions
1. 2. 3. 4. 5. Alliteration Setting Inevitable Narrator Supernatural

A an unavoidable event B the quality of being attributed to power that seems to violate or go beyond natural forces C use of the same consonant at the beginning of each stressed syllable in a line of verse D the act of giving an account describing incidents or a course of events e Place in any form of literature that is part of the plot development. Time, furnishings, weather,
structures, etc.

5 Multiple Choice Questions

1. dramatic story in which the protagonist is overcome by some superior force or circumstance a) b) c) d) Setting Tragedy Confess Mortality

2. owned up to a) b) c) d) Setting Tragedy Mortality Confess

3. characterized by gloom and mystery and the grotesque a) b) c) d) Alliteration Inevitable Gothic Literature Supernatural

4. subject to death a) b) c) d) Mortality Tragedy Setting Narrator

5. something visible that by association or convention represents something else that is invisible a) b) c) d) Mortality Symbolism Setting Confess

Appendix Item I

Appendix Item J Pretest Factored /10 2 2 3 1 Discussion /4 4 3 4 2 Journal /4 4 2 4 3 Presentation /4 4 3 3 3 PostTest /10 10 9 10 6 Exit Slip /1 1 1 1 1 Final Score /23 23 18 22 15 Letter Grade A C A D

Students A B C D

References BrainPOPPoe. (n.d.). Retrieved from http://quizlet.com/26236362/test Edgar Allen Poe. (n.d.). Retrieved from http://www.brainpop.com/english/famousauthorsandbooks/edgarallanpoe/ Frankenstein. (n.d.). Retrieved from http://www.brainpop.com/english/famousauthorsandbooks/frankenstein/ Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating Training Programs. San Francisco: BerrettKoehler Publishers, Inc. National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors. Rubric templates. 2012. Statewide instructional resources development center. Retrieved from: cte.sfasu.edu/wp-content/uploads/2012/01/template.doc Schauwecker, Tonya K. 2013. EDCI-5770 Discussion Board Post Week 3 Discussion 1.