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FRIT 7231: Instructional Design Key Assessment
FRIT 7231: Instructional Design Key Assessment
General Audience
The general audience that I have chosen contains 24 first grade children between the ages
of six to eight years. 96% of the children (23) are African-American and 4% (1) are of
mixed background. All children are in a low income bracket, many of whom are using
government housing and aid. The school is a Title 1 school with 100% on free breakfast
and lunch. The children have been in first grade for over half a year, and all attended
Kindergarten with only one having been previously retained.
Problem Identification
Being in a data driven district, I have many resources as my disposal to gain an insight on
areas that are causing a problem. Assessments such as the STAR Math assessment and
results from their benchmark testing using M-Class Math helped me identify the specific
needs that need to be addressed class wide. These deficiencies are based on the Common
Core Georgia Performance Standards that have been rolled out state-wide which expects
the students to master these skills before the end of first grade.
Therefore, based on the above mentioned criteria I noticed that my students are having a
problem with certain math standards. I have decided to concentrate on my students being
able to solving addition and subtraction word problems (up to 20). This seems to be
more of an abstract concept that has been giving most of my students problems. Many
are unable to pull details from the text and create strategies for coming to a proper
equation and answer. Teaching second and third grade as well in the past, I know how
important it is for the general audience to be able to problem solve, create a strategy, and
find a solution. I believe that this will not only their problem solving skills, but also help
in the realm of reading with being able to pull out details and using these details to draw
correct conclusions. The Georgia Common Core Standard I am concentrating on is:
MCC.1.OA.1. Use addition and subtraction within 20 to solve word problems involving
situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol
for the unknown number to represent the problem.
Instructional Goals
Students will be able to pick out context clues to help them understand which
property they need to solve the problem.
Students will be able to explain their way of thinking and strategy to solve the
problem.
After entry into the first grade, these objectives have been expanded upon, but are still the
main objectives that have a bearing on future instructional design. Pre-testing was used
to gauge specific domains and skills with 6 students showing as intensive help needed
with basic math skills, and 3 students with above-average math skills. The remaining 15
students (63%) have average (or on-level) math abilities, but need word problems read
aloud. Reading skills consist of 8 intensive students focusing on phonics and reading
fluency issues. 10 students have basic ability to read sentences, and are on grade level.
The remaining six students can read leveled text accurately with a high fluency rate and
excellent abilities to pull information from text.
Attitudes Toward Content & Academic Motivation
The students in the group, due to their age, have a hard time understanding the full
importance of an analysis and how it is used. However, they do realize the importance on
a basic level. Many understand the variety of information that can be collected from
surveys and their work. It is in this spirit that I utilized a quick survey to gather
information concerning their attitudes towards what they are learning and their academic
motivation. 20 believe that having an education was very important, while 4 thought
education was somewhat important. When asked about word problems, only 8 said they
liked them. The remaining 16 said they did not like them. When asked if they were
taught how to solve word problems step-by-step like investigators, almost all the class
stated they would be willing to give it a try (22 students). Also, 20 of students stated
having to do a lot of reading made them not want to even try to figure the problem out.
Educational Abilities
Using the benchmark scores from STAR Math, 14 of students are below in representing
and interpreting data. Also 9 out of 24 students are struggling addition to 20 and with
understanding properties of addition and subtraction, while 16 students have a solid
understanding of place value. Overall, the class is diverse when it comes to reading
ability and word problems. Multiple representations and repeated reading will be
necessary with most of the class.
Learning Preferences
Most of the class showed a preference for hands-on projects as well as interactive
promethean board or iPad activities. This keeps their attention and allows all modalities
of learning to be utilized.
Attitude Toward Teacher and School
The majority of the class said they enjoyed coming to school, with only 4 choosing that
they do not like coming to school. Many have a positive outlook on the teachers they
interact with everyday, with only 2 stating in the negative. The things they liked most
about the school based on a Promethean Board survey was the using neat technology,
feeling comfortable, and their friends.
problem will give you the total number, but one of the
addends is missing. You must figure out what this missing
addend is.
4.3.1 Graphs or tables can help show a variety of information about the
number of items being discussed in the problem.
4.3.1.1 Tally Charts: Use tally charts when you have large
numbers of items. Each item should get a labeled row with the number of
tallies by it to represent the number of items.
4.3.1.2 Picture Graphs: Use picture graphs when representing a
variety of items in a problem. This will help with counting
effectively and bridging the concrete to the abstract.
Subject Matter Expert (SME)
I, Joseph Johnson, will serve as one of two SMEs for this instructional plan. My formal
education consists of a B.S. Ed. in Early Childhood Education, Georgia Certification for
Grades PK-5 received from Armstrong Atlantic State University. I have also had five
years of experience in the classroom in an inner-city school teaching 2nd grade for two
years, 3rd grade for one year, and 1st grade for two years. I also have five years experience
in training and technology, working for EarthLink. I am currently pursing my M.Ed. in
Instructional Technology and Media Specialist Certification from Georgia Southern
University.
The primary qualification that I have is as the classroom teacher for the specific group
undergoing this particular study, and I am aware of each child, their scores, background,
and strengths and weaknesses. This will better allow me to see if this specific analysis
will work in a dynamic environment and help in understanding and effectively mastering
the common core performance standard in question.
I plan to also have D. Konter as a second SME. She is the first grade chair and has taught
at Gadsden for 10 years. She has vast experience in the first grade, and a wealth of
strategies in teaching the curriculum in an effective manner to the students.
Performance
Recall
Fact
Concept
Principles/Rules
Procedure
Interpersonal
Attitude
2c
2a, 2b,
1a, 1b,
Application
3, 1c,
1, 2, 3a, 3b, 3c
1a
1b
1c
2
2a
2b
2c
3
3a
3b
3c
Goals
Objectives
UDL
Assessments
Strategies
Lesson 1:
Focus is on
how to read
word
problems, then
breaking the
problem down
by identifying
and labeling
key details
(such as
numbers, key
words, and the
final question).
Define steps on
how to read a word
problem.
Objective 1:
Define and state
procedures for
reading word
problems
in the sentence
on how to read a
problem.
Label key
details once
identified and read
in the word
problem.
Lesson 2:
Classify
Types of word
the types of
problems are
addition
identified
problems
using keyword
(adding to,
strategies.
putting
Problem types
together,
are then
comparing
explored using
and unknowns
examples of
in all
addition and
positions
subtraction in
(missing
all three forms
addends or
(putting
sums))
together or
Classify types of
taking apart,
subtraction problems
comparing,
and unknowns
(taking apart,
in all
comparing and
positions).
unknowns in all
positions (missing
subtrahends or
word problem.
1b. Identify key
2. Word Problem
Detail Assessment:
Students will be given
sentence needed
three word problems
to solve the
and asked to highlight
problem.
key details (numbers,
key words, and the
1c. Label key
details once
final question) in each
identified read in
problem and underline
the word problem.
the question being
asked.
Objective 2:
The lesson will
1. Word Problem
provide
Type Investigation:
Identify addition
simplified
Students will be given
and subtraction
vocabulary
a mix of word
word problems
hints, pictures
problems and must
(within 20)
to support word
identify if they are
recognition
or
addition or
2a. Classify the
context,
subtraction. They
types of addition
recognition
then must identify if
problems (adding
(CAST, inc.
they are putting
to, putting
(1999-2005).
together, taking apart,
Also general
and if they are missing
together,
application
a sum or difference, or
comparing and
hints, problem
missing
unknowns in all
specific hints,
addend/subtrahend.
positions (missing computation
addends or sums)) and fact
2b. Classify types retrieval hints
will also be
of subtraction
provided.
problems (taking
(Rose, D. H. &
Meyer, A.
apart, comparing
(2002).
and unknowns in
Teaching every
details in the
all positions
difference))
Define specific
context clues
subtrahends or
difference))
2c. Define
used in word
specific context
problems to
clues used in
accurately
word problems to
identify if the
problem requires
Lesson 3:
Presentation of
a variety of
strategies to
solve word
problems are
identified such
as utilizing
drawings,
number
sentences, and
graphs or
charts
representing
data in the
problem.
(missing
accurately
identify if the
problem requires
addition or
addition or
subtraction.
subtraction
Utilize
drawings to
represent
Objective 3:
Provide clear
explanations
using a variety of
addition and
methods to
subtraction
explain thinking
word problem.
3a. Utilize
Illustrate the
word problem
drawings to
represent addition
and subtraction
using number
word problem.
sentences.
Utilize graphs
or charts using
data and details in
the problem.
student in the
digital age:
Universal
design for
learning.)
This will be
tailored by
need of each
student as
contained in
UDL
philosophy.
1. Word Problem
Investigation:
Students will be given
a test where they are
shown 5 word
problems. They must
label key parts in the
problem, identify
problem type, and
show their thinking by
solving using pictures,
graphs or charts, and a
number sentences to.
They must show at
least two ways to
solve the problem.
tailored by
need of each
student as
contained in
UDL
philosophy.
Assessment Examples
The assessments that I have created are performance based and I want students to be able
to demonstrate the key concepts they learn and use that information to solve word
problems while demonstrating their thinking. At the end of the unit, students should be
able to demonstrate what they have learned and should be able to correctly use addition
and subtraction within 20 to solve word problems involving situations of adding and
subtracting by taking apart, and comparing, with unknowns in all positions and
demonstrating their thinking by using objects, drawings, and equations.
ADD
SUBTRACT
In all
All Together
combined
total
Answers:
join
both
Answer:
2.
3.
Addition
More all together
Sum needed
Subtraction
Eat
Missing Subtrahend
Subtraction
How many more
Difference needed
www.MathPlayground.com
Show questions one by one
1. Ned rode his bike 7 miles to the library.
He took a shortcut on the way home which was only 5 miles long.
How many miles did Ned ride altogether?
www.MathPlayground.com
Show questions one by one
1. Ned rode his bike 7 miles to the library.
He took a shortcut on the way home which was only 5 miles long.
How many miles did Ned ride altogether?
12 miles
Samantha ate:
6+4=10
6+___=15
8+3=11
Description
Focus is on how to read word problems, then breaking the
problem down by identifying and labeling key details (such
as numbers, key words, and the final question).
Types of word problems are identified using keyword
strategies. Problem types are then explored using examples
of addition and subtraction in all three forms (putting
together or taking apart, comparing, and unknowns in all
positions).
Presentation of a variety of strategies to solve word problems
are identified such as utilizing drawings, number sentences,
and graphs or charts representing data in the problem.
Objective
1
2
This sequence builds on concepts of learning-related sequencing and order. The learner
will proceed through each lesson, building on key strategies learned from the last. This
requires the instructor and student to follow a logical and scaffolding progression when
completing the objectives and tasks that will be set out in the lessons.
Lesson 1: Word Problem Forensics: The Mystery
Begins!
Objective 1: Define and state procedures for reading word problems
1a. Define steps on how to read a word problem.
1b. Identify key details in the sentence needed to solve the problem.
1c. Label key details once identified read in the word problem.
Initial Presentation: Students will be told that they are about to become investigators in
math. It will be their job to solve word problems by reading carefully (sentence by
sentence) and looking for clues in the problem. The clues will help them as investigators
to understand what type of problem it is, and how to solve it using addition or
subtraction. Next, the students will be given a sample problem that will be read silently
first and then out loud in class. Students will discuss what they think some of the key
clues are in the problem (Key clues are numbers, the question, and context words to help
identify addition or subtraction). Students will highlight the numbers in the problem.
They will next underline the question and place a box around the context word that
helped them decide if they needed to add or subtract. Students will then be given two
more problems and work through together as before on their screens.
UDL: The lesson will provide simplified vocabulary hints, pictures to support word
recognition or context, recognition (CAST, inc. (1999-2005). This will be tailored by
need of each student as contained in UDL philosophy.
Generative Strategy: Students will then be asked to demonstrate their skills as detectives
by being given 5 word problem mysteries to solve independently. They will be asked to
first read the problem silently, and then listen to the problem being read through audio.
They will then correctly highlight key clues: numbers, underline the main question, and
box the context word or phrase (using digital pen and highlighting tools) that told them
which operation to use for each problem on the screen.
Lesson 2: Time to investigate and hunt for clues
Objective 2: Identify addition and subtraction word problems (within 20)
2a. Classify the types of addition problems (adding to, putting together,
comparing and unknowns in all positions (missing addends or sums))
2b. Classify types of subtraction problems (taking apart, comparing and
unknowns in all positions (missing subtrahends or difference))
2c. Define specific context clues used in word problems to accurately identify if
the problem requires addition or subtraction
Initial Presentation: Students will quickly review the three important parts of a word
problem: the numbers, the question, and +/- context clue words. Students will then
watch a YouTube video on words or phrases that tell whether they need to add or
subtract. This presentation will help them become familiar with addition words and
subtraction words so they can correctly classify the type of problem as addition or
subtraction. Discuss that there are different types of addition word problems and
different types of subtraction word problems. Many, you need to find the answer by
either adding your numbers or subtracting and getting your answer. However, there are
some problems that may not ask you to find the sum or difference. These problems may
having missing addends or subtrahends. Also you may be asked to compare. Students
will work through examples of each of these problems
UDL: The lesson will provide simplified vocabulary hints, pictures to support word
recognition or context, recognition (CAST, inc. (1999-2005). Also general application
hints, problem specific hints, computation and fact retrieval hints will also be provided.
(Rose, D. H. & Meyer, A. (2002). Teaching every student in the digital age: Universal
design for learning.)
This will be tailored by need of each student as contained in UDL philosophy.
Generative Strategy: . Students will then complete an interactive digital word sort under
two categories: addition or subtraction and drag the provided words or phrase under the
correct category. Students will discuss their reasoning behind the choices made.
Students next will be asked to complete 6 word problems. They will have to pull out the
key clues and create a number sentence. Students will experiment with the discussed
different types of addition and subtraction word problems. Some problems will be asking
for sums or differences, while other problems might ask for comparisons such as who has
more, who has less.
Goals
Define steps on
how to read a word
problem.
Objectives
Objective 1:
Define and state
procedures for
reading word
problems
in the sentence
on how to read a
problem.
Label key
details once
identified and read
in the word
problem.
Lesson 2:
Classify
Types of word
the types of
problems are
addition
identified
problems
using keyword
(adding to,
strategies.
putting
Problem types
together,
are then
comparing
explored using
and unknowns
examples of
in all
addition and
positions
subtraction in
(missing
all three forms
addends or
(putting
sums))
together or
Classify types of
taking apart,
subtraction problems
comparing,
and unknowns
(taking apart,
in all
comparing and
word problem.
1b. Identify key
UDL
Assessments
2. Word Problem
Detail
Assessment:
details in the
Students will be given
sentence needed
three word problems
to solve the
and asked to highlight
problem.
key details (numbers,
key words, and the
1c. Label key
details once
final question)in each
identified read in
problem and underline
the word problem.
the question being
asked.
Objective 2:
The lesson will
1. Word Problem
provide
Type
Investigation:
Identify addition
simplified
Students will be given
and subtraction
vocabulary
a mix of word
word problems
hints, pictures
problems and must
(within 20)
to support word
identify if they are
recognition or
addition or
2a. Classify the
context,
subtraction.
They
types of addition
recognition
then must identify if
problems (adding
(CAST, inc.
they are putting
to, putting
(1999-2005).
together, taking apart,
Also general
and if they are missing
together,
application
a sum or difference, or
comparing and
hints, problem
missing
unknowns in all
specific hints,
addend/subtrahend.
positions (missing computation
addends or sums)) and fact
2b. Classify types retrieval hints
will also be
of subtraction
positions).
unknowns in all
problems (taking
positions (missing
apart, comparing
subtrahends or
difference))
Define specific
context clues
used in word
problems to
all positions
(missing
subtrahends or
difference))
2c. Define
specific context
clues used in
accurately
word problems to
identify if the
accurately
problem requires
identify if the
addition or
subtraction.
Lesson 3:
Presentation of
a variety of
strategies to
solve word
problems are
identified such
as utilizing
drawings,
number
sentences, and
graphs or
charts
representing
data in the
problem.
and unknowns in
Utilize
drawings to
represent
problem requires
addition or
subtraction
Objective 3:
Provide clear
explanations
using a variety of
addition and
methods to
subtraction
explain thinking
word problem.
3a. Utilize
Illustrate the
word problem
drawings to
represent addition
and subtraction
using number
word problem.
sentences.
Utilize graphs
or charts using
data and details in
the problem.
provided.
(Rose, D. H. &
Meyer, A.
(2002).
Teaching every
student in the
digital age:
Universal
design for
learning.)
This will be
tailored by
need of each
student as
contained in
UDL
philosophy.
1. Word Problem
Investigation:
Students will be given
a test where they are
shown 5 word
problems. They must
label key parts in the
problem, identify
problem type, and
show their thinking by
solving using pictures,
graphs or charts, and a
number sentences to.
They must show at
least two ways to
solve the problem.
Universal
design for
learning.)
This will be
tailored by
need of each
student as
contained in
UDL
philosophy.
At the end of the online course, I will conduct learner evaluation using a
customized survey of multiple choice questions. The questions and choices will also be
read aloud for those students that are not yet fluent or expert readers. I also plan to ask
the SME to complete the online module as well and fill out a brief survey to provide
feedback concerning the course itself. The SME that I am using is my first grade chair
who has been teaching at Gadsden for 10 years now. She has extensive experience with
the first grade and Georgia Common Core Curriculum.
Survey for Learner:
1. After finishing the online course on word problems, do you think you understand
how to solve word problems?
a. yes
b. somewhat
c. no
2. Did you find this online course to be easy to understand and follow along with?
a. yes
b. somewhat
c. no
3. How confident are you after taking this course on being able to identify key
information in word problems?
a. yes
b. somewhat
c. no
4. Did the online course help you better understand ways of identifying whether to
add or subtract to solve the problem?
a. yes
b. somewhat
c. no
5. Do you have a better understanding of how to identify and solve the types of word
problems such as missing addends/subtrahends, comparing, taking away, and
putting together?
a. yes
b. somewhat
c. no
6. Do you have a better understanding of how to use different ways to show the
information in the problem?
a. yes
b. somewhat
c. no
7. Using all these strategies learned in this course, are you now confident you can
solve word problems if one was given to you?
a. yes
b. somewhat
c. no
8. What was your favorite thing about this online course?
9. What was the hardest thing about this online course?
10. Is there anything in the course that you would change?
Survey for SME
1. After completion of the online course on word problems, do you think all content
was present and given to the learner in a sequence that was appropriate? If no,
please explain.
2. Did the objectives set out in the online course conform to Georgia Common Core
Standards, covering all information needed to be presented set forth by Georgia?
3. Were principles of UDL apparent in the content of the course? If no, which areas?
4. Were the assessments in the module relative to each lesson that was taught?
5. Should anything be added or taken away from the online course?
6. What are your suggestions to make this online course better for the learners or for
the teacher?
After the students have taken their surveys, I will look at the surveys using qualitative
analysis for each question. Also, I will take a look at what the SME stated in her survey.
The results from the qualitative analysis and feedback from the SME will drive any
corrections, amendments, or augmentations necessary for a more effective online course.