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Design Project Materials and Unit Plan
Overview EME6939
JESSICA DELGADO
UNIT GOALS AND OBJECTIVES
Looking at the data derived from the math baseline assessment, it was clear that there was a gap residing in
numerical place value. Students were not performing at the desired level of performance. It was also evident through class interaction, that there is a need for improvement in this area. It was obvious that identification of each digit’s
place, identifying the value of each digit, and writing numbers in different ways were the weak spots. Based on
our needs assessment instrument, the math baseline assessment, less than half (41%) of the students ‘passed.’ Passing is considered a 60% or higher. 98% of students
should at least be passing which would show that they at least had exposure. The learning environment consists of eight second grade classrooms made up of nine teachers
and 170 students. One of the classes is a co-teaching environment (me and another teacher). There is also 1
‘inclusion’ class, 3 gifted classes, and 1 ESOL class. The co-teaching class has 35 students between two teachers. Each
of the other classes has an average of 18 students.
NEEDS ASSESSMENT
Second graders in general, are at the point of their education that they think school is still fun. They have not reached the point where
they become discouraged and lose motivation in school due to massive amounts of pressure and stress. They have a good attitude in the classroom and, for the most part, are eager to participate.
These students are fortunate in the sense that they come from good families and they have a very positive school and community
environment. I feel that they are able, they just need the right tools to catch and hold their attention. With a method/style that is new
and exciting, I hope that this eager and energetic group will accomplish the goals set for them. Luckily, the school and our
classroom are up-to-date with its technology and resources. With Smartboards in every classroom and a plethora of mathematics manipulatives, we are able to provide engaging and meaningful
lessons. The classroom promotes a positive, safe, and challenging learning environment for each and every student. Lessons include
whole group, individual, and small group settings
CONTEXT
95% of all second grade students will pass place value assessments
with 80% accuracy while demonstrating an understanding
of all-encompassing skills.
GOALS STATEMENT
At the end of each instructional task, the learner will be able to demonstrate these skills: Given multi-digit numbers, second grade students will use place value to
describe the values of all digits in numbers. Given multi-digit numbers, second grade students will use place value and
expanded form to describe all numbers. Given multi-digit numbers, second grade students will apply place-value
concepts to write numbers in four different ways. Given multi-digit numbers, second grade students will apply place-value
concepts to find equivalent representation of each number. Given multi-digit numbers, second grade students will accurately classify
numbers as even or odd. Starting at any given number, second grade students will skip count with
multiples in order to extend number patters. Given a world problem, second grade students will accurately solve problems
involving number patterns. Given a number table, second grade students will extend numeric patterns up
to 10 places. Given a number table, second grade students will describe, predict, and
extend a variety of number patterns up to 10 places.
OBJECTIVES
In order for students to succeed, there are certain skills needed for each step of the instructional process. The most important skill that all students will need to know is number sense: understanding the
value of a given number, number order, and their relationships. This skill crucially contributes to mastering each of the goals set for the
students to accomplish. Additionally, students will also need to know basic addition in order to write multi-digit numbers in different ways. Another skill that is needed would be basic computer knowledge. In
order for the students to complete some of the activities and assessments that will help them master each of the goals, they will
need to know basic computer knowledge. Students will use different materials such as their student text books, ThinkCentral.com, manipulatives, and different assessments to complete different
activities such as performance evaluations, math problems, and math related games. This will help in accomplishing the objectives.
TASK ANALYSIS TIED TO THE GOALS
SUMMARY OF STRATEGIES, MATERIALS,
IMPLEMENTATION
The following strategies will contribute to enabling each student to master each objective:
-Base ten blocks-Explicit instruction-Online recourses (intervention games)-Active learning-Collaborative/Cooperative leaning-Critical Thinking-Humor
When working with such young children, it is important to set up expectations and a routine that they can conform to in order to have structure and make lessons go a little bit more smoothly. At the same time, in order to stay exciting and engaging, things need to be shaken up from time to time. Each lesson will consist of whole group, small group, and independent work time. Each lesson will begin in a whole group setting to introduce the concept and understand the objective. For this portion of the lesson, math text books, a computer, smartboard, Thinkcentral.com, and tangible manipulatives would be used. After, students will break off into assigned small groups. For lessons/objectives 1,2, 7, 8, and 9, the class will be broken up into guided learning groups with one of the teachers since these concepts are a little harder to grasp. This will allow for a more personal and individual explanation for each of the concepts. On the days of the remaining lessons/objectives (3,4,5,6), the students will work in a different small group and work collaboratively to help each other grasp the concept. For small groups, the materials used would be math text books, dry erase boards, manipulatives, base ten blocks, computers, and ThinkCentral.com. Following group work the students would be given some independent work time to complete some practice problems. Students would use their math workbooks and/or worksheet pages. Each lesson would conclude by coming back together to answer any questions that may have come up.
STRATEGIES FOR OBJECTIVES
.
INSTRUCTIONAL MATERIALSThinkCentral.com
MATERIALS
.
INSTRUCTIONAL MATERIALSGoMath! Student Text Book
MATERIALS
.
INSTRUCTIONAL MATERIALSBase ten blocks/Dry Erase Boards
OnesTens
Dry Erase Board
MATERIALS
.
MATERIALSPre Test
MATERIALS CONTINUED
.
MATERIALSPost Test
.
MATERIALSSmall Group Evaluation
For each skill/objective, students will have practice problems to complete in whole group, small group, and independent settings. For
each skill/objective, the students will also have the opportunity to discuss the math with their peers and practice using manipulatives. The workbook and website have various examples and explanations
to help students master each and every objective set for the students to learn. When students are in whole group, they will receive verbal feedback to the answers they are giving as well as visual feedback when I write correct answers on the smartboard. In small group settings, the students will have verbal feedback from either the teacher or their fellow peers. In their independent work setting, students will receive feedback in the form of a grade or when the work is checked together as a class. In most settings, the students are receiving instantaneous feedback which correlates well with
understanding and retention of each concept.
IMPLEMENTATION OF OBJECTIVES
CONSIDERATIONS FOR PLANNING IMPLEMENTATION
OF INSTRUCTION.
http://timeline.thinkport.org/mytimeline.aspx?Code=&ProjectName=I.S.&RTL=Retrieve+Timeline
(The project name is ‘I.S.’ just in case it asks you for that information)
I created my timeline using the ‘Simple to Complex’ Learner-Centered sequence. It begins with the prerequisite
strategies/objectives and builds up to the more complex ones. I chose this one because it works best with math as math concepts constantly build on the previous concept.
INSTRUCTIONAL SEQUENCE
Baseline Assessment Pre-Assessment Lesson/Objective 1
Guided small group/Individual small group
Individual computer time Lesson/Objective 2
Guided small group/Individual small group
Individual computer time Lesson/Objective 3
Guided small group/Individual small group
Individual computer time Lesson/Objective 4
Guided small group/Individual small group
Individual computer time
UNIT OUTLINE
Lesson/Objective 5
Guided small group/Individual small group Lesson/Objective 6
Guided small group/Individual small group
Small group evaluation Lesson/Objective 7
Guided small group/Individual small group
Small group evaluation Lesson/Objective 8
Guided small group/Individual small group
One-to-one formative evaluation Lesson/Objective 9
Guided small group/Individual small group
One-to-one formative evaluation Post-Assessment
The Math Baseline Assessment was a good indicator in revealing the need for a unit on place value. The pre-
assessment allowed me to see the individual concepts and objectives each student would need help with and where I
should target. Both small groups were very beneficial to the learning process for each objective. I could tell that the small groups reinforced the whole group learning and
played a crucial role in the success of my students. The one-to-one evaluations helped me take a closer look at the
objectives/concepts that each student needed to focus on as well. Each of the assessments, learning settings, and
materials brought me and my students closer to our goals. I was pleased to see that the course of action that I took
brought success for each of my students considering that almost all of my students mastered almost all of the
objectives.
LEARNING ASSESSMENT EXPERIENCE
This design unit follows a ‘Social Learning’ theoretical framework. Working in multiple settings assists students in following a Social Learning framework. People learn from
others and being put in these different settings allows students to observe actions and behaviors to imitate and
learn by proxy. This form of modeling helps each student in the learning process to imitate the behavior and perform the
behavior that is learned. Students will see the behavior in whole group, guided small group, and independent small
groups and be able to produce the behavior accurately once they need to perform it in a one-to-one or independent
setting.
THEORETICAL FRAMEWORK
Adams, Dixon, Larson, Leiva, McLeod. (2011). Go Math! Florida. Houghton Mifflin Harcourt School Publishers. Retrieved from http://www-k6.thinkcentral.com/content/hsp/math/hspmath/fl/gr2/se_9780547273594_/launch.html
Morrison, Ross, Kemp & Kalman. (2010). Designing Effective Instruction, 6th ed.Wiley.
Sweller, Van Merrienboer ,& Paas. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, 10(3). Retrieved from https://files.nyu.edu/jpd247/public/2251/readings/sweller_cog_arch.pdf
REFERENCES