Yolanda Spencer Instructional Design (ITEC-7430-01E)

Report II

1.Learner and Context Analysis

1.1 What is the target population? Describe the prior knowledge and background on the
subject matter.
The target population is middle school student in sixth grade small group math class. This
group of students are in a special education classroom, and they all have deficits in math. This
small group math class differs from other Regular curriculum math because the students are
taught strategies at a slower pace, but still following the regular education curriculum.
These students have acquired some skills in mathematics but there must be some prior
knowledge in addition, subtraction, multiplication, and dividing fractions. These subordinate
skills do not have to be on grade level but there does need to be some prior knowledge to
accommodate deficits in math such as using the multiplication chart or calculator.

1.2 Describe the physical characteristics of the instructional setting.

Students will be in a classroom with anchor charts that arranged on the wall of the
classroom providing guidance throughout each lesson on the topic being taught. Students will be
able to refer to the anchor charts for examples and strategies needed when working in groups or
individually. The instructional setting consists of a classroom with engaging technology such as
a smartboard, individual eraser boards, manipulatives such as calculators and multiplication
charts.

1.3 Describe the organizational characteristics of the instructional setting.

The organizational characteristics of the instructional setting consist of twelve special
education students who has documented deficits in math. The classroom consists of individual
desks and a smart board. Each student has an interactive notebook that is utilized every day.
Differentiated instructions is key, y for this group of students due to documented goals and
objectives that require monitoring each month. There is a high level of student engagement
which ultimately produced new knowledge by using prior knowledge regardless the degree of
prior knowledge.
.
1.4.
Learner Analysis

Information Categories Data Sources Learning Characteristics

1. Entry Skills Pretest: Math Inventory The target population will have
Assessment, Georgia a working knowledge of basic
Milestone Test, or computer skills, basic addition,
Yolanda Spencer
2. Prior Knowledge of topic
area
3. Attitudes toward content
4. Attitude toward potential Observation,
delivery application Questionnaires
5. Motivation for
instruction (ARCS)
6. Education and ability
levels
7. General Learning
preferences
8. Attitudes toward
training organization
Instructional Design (ITEC-7430-01E)
Subject Skills Inventory subtraction, multiplication &
Test. divisions skills.
Observations, Scores The target population will have
from above entry skill prior knowledge of basic
tests
operations of math. Learners
will apply new knowledge by
building on prior understanding.
Observation and Creating a positive, safe, & fun
Questionnaire regarding environment, along with
attitude toward Math, Scaffolding various learning
Math and Subject Skills strategies to support a positive
Test mindset and enhancing learning.
Creating a positive, safe, & fun
environment, along with
Scaffolding various learning
strategies to support a positive
mindset and enhancing learning.
Observation, Connect mathematics to real-life
Questionnaire, experiences and Scaffolding
Observation & Georgia various learning strategies to
6th Grade Curriculum support a positive engaging
Guide mindset along with enhancing
learning.
Observation, The target population are in 6th
Questionnaire, Math grade. All have IEP’s
Inventory Assessment, (Individual Education Plans).
Previous GA Milestone These IEP’s include educational
Test, or Subject Skills and psychological testing.
Inventory Test.
Psychological, School The target population ha IEP’s
data, Questionnaire and (Individual Education Plans)
Observation which includes learning
preferences in the classroom
environment.
Questionnaire, The target population begin with
Observation and apprehension and sometimes
Observation math anxiety. A positive, safe,
& fun environment, is
established with Scaffolding
various learning strategies to
support a positive mindset and
Yolanda Spencer Instructional Design (ITEC-7430-01E)

enhancing learning

9. General group Questionnaires, School Heterogeneity: The target

characteristics Records population is heterogeneous
a. Heterogeneity regarding, genders, and race
b. Size
c. Overall impression Size: Target population consist
of 11 students

Overall impression: The

overall impression is that of
optimism due to the motivation
of the target population to
succeed & enhance learning.

1.5
The physical environment will be the instructor’s classroom. The classroom can accommodate
20 students. The classroom consists of Smart-boards, various manipulatives’, and desk top
computers. The organizational environment will be determined by the instructor and will reflect
what will be most conducive for training purposes. This classroom has ample room for the
instructor to walk the room and allows for interactions and immediate feedback.

Context Analysis

Information Categories Data Sources Performance Site

Characteristics

1. Managerial/Supervisory Instructor Moderate supervision needed;

Support teachers will intervene as
needed

2. Physical Aspects of Site Instructor Facilities: classrooms large

enough to accommodate 11
students and has comfortable
seating. Classroom has an
interactive Smart board.

1. Social Aspect of Site Instructor The students will interact with

the instructor who will
provide guidance and
feedback.

2. Relevance of Skills to Instructors The instruction will meet the

Workplace needs of the target population
who will be able to
demonstrate their newly
Yolanda Spencer Instructional Design (ITEC-7430-01E)

learned skills.

2. Performance Objectives
2.1 Using the Ladder Method correctly, (CN), students will be able to simplify a fraction and
find the least common multiple of two numbers (B) by accurately finding the GCF (Greatest
Common Factor) and the LCM (Least Common Multiple. (CR)

2.2 Prepare 3 Subordinate Objectives

2.2.1 Prepare one SO in the cognitive domain.

Subordinate Objective 1: Given step step-by-step instructions (CN), the students will identify
the common factors (B) to find the Least Common Multiple and Greatest Common Factor (CR).

The behavior associated with this objective is to learn concepts and rules as well as solving
problems. Cognitive Domain: Application (Bloom) and Intellectual Skills-Primary well-defined
problem solving (Gagne) were used.

2.2.2 Prepare one SO in the affective domain.

Subordinate Objective 2: While finding all the common factors of two numbers, (CN) the
students will identify the common factors on the left of the Ladder (B) by multiply these
common factors with the use of calculator to identify the Greatest Common Factor (CR ).

Affective Domain (Bloom) and Attitude Skills (Gagne)

2.2.3 Prepare one SO in the psychomotor domain.

Subordinate Objective 3: After learning the steps of the Ladder Strategy (CN) the students will
be able to draw the upside-down division box (B) and strategically place the common factors in
the correct place on the Ladder (CR).

Psychomotor Domain (Bloom) and Psychomotor Skills (Gagne)

3. Assessments

3.1 An example of an assessment tool that could be used to determine whether or not the student
has achieved the objective is the use of mini quizzes. The Subordinate Objective chosen is SO2:
While finding all the common factors of two numbers, the students will identify the common
factors on the left of the Ladder by multiply these common factors with the use of calculator to
identify the Greatest Common Factor. Is just the first process in finding the LCM and GCF.
Constant observation and data collection are the many assessment tools that will be used to
determine if the student achieved the objectives.
Yolanda Spencer Instructional Design (ITEC-7430-01E)

3.2. What types of assessment instruments will your instruction have? Why?

The instruction will include a step-by-step checklist that will help students make certain that all
information is placed in the correct place on the ladder. This step by step checklist will serve as a
rubric that will be used in the grading process. After is the steps are completed, they will be able
to identify the Greatest Common Factor by multiplying the left side of the Ladder and identify
the Least Common Multiple. The steps-by-step checklist is also a good assessment tool because
it lets the student and instructor know if student is lacking information or needing more practice
for mastery.

3.3. Write items that assess three SOs in 5.2 above. Please provide 2-3 real examples.

3.3.1. Write one item in the cognitive domain.

Subordinate Objective 1: Given step step-by-step instructions (CN), the students will identify
the common factors (B) to discovery the Least Common Multiple and Greatest Common Factor
(CR).

Assessment for SO 1:

Step-by-Step Information YES NO

Did you follow the step-by step

directions of the Ladder Method?

Were you able to find the Least

Common Multiple?

Were you able to locate the

Greatest Common Factor using
the Ladder Method?

3.3.2. Write one item in the affective domain.

Subordinate Objective 2: While finding all the common factors of two numbers, (CN) the
students will identify the common factors on the left of the Ladder (B) by multiply these
common factors with the use of calculator to identify the Greatest Common Factor .(CR )

Assessment for SO 2:
Yolanda Spencer Instructional Design (ITEC-7430-01E)

Category 3 2 1

Finding Common Student was able to Student included a Student demonstrated

Factor of two #’s demonstrate common all factors until there GCF and LCM
factors & list on left are no more factors
side of Ladder and multiply on left
side.

3.3.3. Write one item in the psychomotor domain.

Subordinate Objective 3: After learning the steps of the Ladder Strategy (CN) the students will
be able to draw the upside-down division box (B) and strategically place the common factors in
the correct place on the Ladder (CR).
Assessment for SO 3: The teacher can observe the students outlines to assess the components of
the Ladder Method.

4. Instructional Strategy

4.1. For the Terminal Objective (TO), specify and exemplify an appropriate pre-
instructional activity or activities (three factors: motivating students, informing them the
objectives of the instruction, and stimulating the prior knowledge and skills in relation to
the instruction). Rationalize your choice of instructional strategies with research-based
evidence.

Subordinate Objective 1: Given a check list of required materials (CN), the students will
identify the items that are needed (B) to construct a professional resume (CR).

The pre-instructional activity that will take place on the first day of class is a pretest regarding
factorization. The pretest that will be given to students will assess their knowledge on prime
numbers, even numbers of common multiples and the details common factors of numbers. After
the pretest, I will refresh prior knowledge of prime and even numbers, along will modeling the
outline of the Ladder Method with emphases on the importance of placing of all common factors
Yolanda Spencer Instructional Design (ITEC-7430-01E)

in the correct place until there are no more common factors. This is done to inform student
about what they will be able to do when they finish this lesson and explain why doing this is
important to them. This is also done to increase students ‘attention and maintain students’
motivation throughout instruction. Dick, Carey and Carey (2015) remind us that it is not about
what the students are learning that makes a difference it is the instructional strategies that makes
the difference.

4.2. For a SO associated with that TO, specify and exemplify an appropriate presentation
strategy or strategies. Defend your choice of presentation strategies with research-based
evidence.

Subordinate Objective 3: After learning the steps of the Ladder Strategy (CN) the students will
be able to draw the upside-down division box (B) and strategically place the common factors in
the correct place on the Ladder (CR).

It is important to not only inform our students but to motivate them as well. Motivation leads to
desire. It is important that teacher’s model what is expected, request opened dialogue regarding
questions and giving feedback. Teachers provide opportunities for choosing appropriate
behaviors within the context of the information or skills provide roleplaying opportunities for
learners to encounter the choices within the appropriate context and provide consistent feedback
of rewards, consequences, or rationales. Dick, Carey and Carey (2015)
To exemplify an appropriate presentation strategy, I would like to evoke a question-and-answer
session regarding the Ladder strategy and all its components. The students will also have
demonstrated how they got their answers and receive constructive directions to the correct
answer along with positive praise for just putting forth the effort.

4.3. For the same SO, specify and exemplify an appropriate learner participation
(practice)activity or activities. Defend your choice of learner participation instructional
strategies with research-based evidence.

For the TO, specify and exemplify an appropriate evaluation or follow-through activity or
activities. Defend your choice of evaluation or follow-through strategies with research-
based evidence.
Yolanda Spencer Instructional Design (ITEC-7430-01E)

Subordinate Objective 3: After learning the steps of the Ladder Method (CN) the students will
be able to draw the upside-down division box (B) and strategically place the common factors in
the correct place on the Ladder (CR). In order to

Learner participation for this objective can include acquiring new information that is vital to the
application process and how to incorporate that information into the Ladder to find the Least
Common Factor and the Greatest Common Factor. The students can receive feedback regarding
how the numbers needs to be incorporated and whether
there are no more common factors left. This will give the students opportunity to demonstrate
understanding while also creating a feeling of accomplishment. A learning activity that can be
done is grouping student in 4 and providing different a set of different numbers to each group.
All students will have the opportunity to see from each other different aspects of how to learn
form each other. Being able to provide feedback is as important to as getting the right answer.
Not only does feedback motivate, but it can also improve performance. Though often mistaken
for criticism and viewed negatively, feedback is constructive and helps in formulate decisions
making and leads to improve performance (DeFranzo, 2015). It can also improve communication
skills.

For the TO, specify and exemplify an appropriate evaluation or follow-through activity or
activities. Defend your choice of evaluation or follow-through strategies with research-
based evidence.

Terminal Objective: Using the Ladder Method correctly, (CN), students will be able to simplify
a fraction and find the least common multiple of two numbers (B) by accurately finding the GCF
(Greatest Common Factor) and the LCM (Least Common Multiple. (CR)

For this terminal objective, I would provide a provide more practice by having students pick a set
of numbers for their peers in their group, work on the sets of numbers. The students will have to
use newly acquired skills each other. This would be an example of transfer of learning. The skills
that they learned during instruction are being practiced. Dick, Cary and Carey (2015) illustrate
this as mastery of psychomotor skills when learners automatically demonstrate the skill in a
smooth and efficient manner without contemplating procedural steps to be followed.
Yolanda Spencer Instructional Design (ITEC-7430-01E)

|References

DeFranzo, S. E. (2019, May 21). 5 Reasons Why Feedback is Important. Retrieved October 26,
2019, from https://www.snapsurveys.com/blog/5-reasons-feedback-important/.

Dick, W., Carey, L., & Carey, J. O. (2015). The systematic design of instruction. Boston:
Pearson.