# EDIT 6170 INSTRUCTIONAL DESIGN Team Fraction Action: Kim Bennekin Nikki Garmany Rebekah Lowry Katy Miller Spring 2009.

## Presentation on theme: "EDIT 6170 INSTRUCTIONAL DESIGN Team Fraction Action: Kim Bennekin Nikki Garmany Rebekah Lowry Katy Miller Spring 2009."— Presentation transcript:

EDIT 6170 INSTRUCTIONAL DESIGN Team Fraction Action: Kim Bennekin Nikki Garmany Rebekah Lowry Katy Miller Spring 2009

Goal Statement  The students in Mrs. Gebo’s fourth grade class at Barrow Elementary School will add and subtract fractions with like denominators with 85% accuracy on a written test.

Needs Analysis According to a survey done with the teacher and a pre-test given to participants, the learners must: 1. Have knowledge and proficiency in prerequisite skills. 2. Correct misconceptions about fractions in general. 3. Correctly understand addition of fractions. 4. Correctly understand subtraction of fractions.

Context Analysis 1. Course will be conducted at Bethlehem Elementary School, a fourth grade classroom. 2. Students will have access to computers and the Internet in order to view the instructional PowerPoint and view our video. 3. A computer area that is secluded from distractions within the classroom.

Course Design SWBAT demonstrate adding and subtracting fractions with the same and different denominators with 85% accuracy on written tests. SWBAT demonstrate adding and subtracting fractions with unlike denominators and simplified answers with 85% accuracy. SWBAT demonstrate adding and subtracting fractions with like denominators and simplified answers with 85% accuracy. SWBAT demonstrate reducing fractions with 85% accuracy on a written test. SWBAT state rules for reducing fractions. V1 Prerequisite Skills: Identifying fractions, understanding multiples of numbers, adding/subtracting whole numbers.

Unit 2 Design SWBAT demonstrate adding and subtracting fractions with the same & different denominators with 85% accuracy on written tests. SWBAT state rules reducing fractions. SWBAT demonstrate adding and subtracting fractions with like denominators and simplified answers with 85% accuracy on a written test. SWBAT choose the best method to add or subtract fractions with like denominators. SWBAT demonstrate subtracting fractions wit unlike denominators and simplify answers with 85% accuracy on a written test SWBAT demonstrate adding fractions with like denominators and simplify answers with 85% accuracy on a written test. Prerequisite Skills: Identifying fractions, understanding multiples of numbers, adding/subtracting whole numbers. A V1

Development of Instructional Media  We developed instructional media for Lesson 1 in Unit 2.  PowerPoint, Video, Website  These materials can be found at:  http://facstaff.gpc.edu/~kbenneki/UGA/TeamFractionAction.htm

Rationale for Media  Internet: access will be needed to view instructional video  Camtasia/Powerpoint/SMARTboard Technology: These products together simulate classroom settings but in a more intimate setting. Videos allow instructors to pause when needed to work at the appropriate pace.  Team Fraction Action Website: Provides a central location of all materials needed.  Paper Post Test: A delivery that is familiar to the learner and convenient for the instructor to score.

Formative Evaluation Summary  Subject Matter Experts  Two children’s mathematics professors; two experienced 4 th grade teachers  Reviewed content and instructional methods of lesson  One-to-One Evaluation  4 th grader from DeKalb County, GA  Pre/post-test quantitative data  Attitudinal responses form post-instruction questions  Small Group Evaluation  Four 4 th graders from Fayette County, GA  Provided qualitative data from post-instruction questions  Field Test  Completed instruction as planned in lesson design  Provided quantitative data from assessments  Insightful post-lesson discussion

Assessment Results of Field Test

Attitudinal Results of Evaluation  Enthralled within the technology as they progressed.  Wording of instructions was difficult to understand.  Feedback received boosted students’ confidece upon entering the post-test.  “The instruction was interesting and fun. I liked fitting the geometric figures together with smaller shapes.”

Suggestions for Revision  Pre-Instruction  More specific directions, especially moving between Internet links and PowerPoint  Instruction  Limit amount of time spent with geometrical shapes.  Use real world examples, possibly using graphics in the PowerPoint.  Shorten video to hold interest.  Assessment  Clarify instructions to specify that answers need to be simplified.

References  Arcytech. Pattern blocks: Exploring fractions with shapes. (n.d.). Retrieved April 6, 2009, from http://www.arcytech.org/java/patterns/patterns_j.shtml http://www.arcytech.org/java/patterns/patterns_j.shtml  Cool Math. (2009). Fractions: How to Add and Subtract Fractions When the Denominators are Different. Retrieved April 7, 2009, from http://www.coolmath.com/fractions/fractions-12-adding-subtracting- different-denominators-01.htmlhttp://www.coolmath.com/fractions/fractions-12-adding-subtracting- different-denominators-01.html  Cool Math. (2009). Fractions: How to Subtract Fractions When the Denominators are the Same. Retrieved April 7, 2009, from http://www.coolmath.com/fractions/fractions-11-subtracting-with-like- denominators-01.htmlhttp://www.coolmath.com/fractions/fractions-11-subtracting-with-like- denominators-01.html  Cool Math. (2009). Fractions: Simplifying (Reducing) Fractions. Retrieved April 7, 2009, from http://www.coolmath.com/fractions/fractions-05-simplying-reducing-01.html http://www.coolmath.com/fractions/fractions-05-simplying-reducing-01.html  Cool Math. (2009). Fractions: What are fractions? Retrieved April 7, 2009, from http://www.coolmath.com/fractions/fractions-01-what-are-they-01.html http://www.coolmath.com/fractions/fractions-01-what-are-they-01.html  Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction (6th ed.). Boston: Allyn and Bacon.

References, cont.  Georgia Department of Education. (2008). Georgia Performance Standards. Retrieved April 19, 2009, from https://www.georgiastandards.org/Pages/Default.aspxhttps://www.georgiastandards.org/Pages/Default.aspx  Help With Fractions. (2003). Finding The Least Common Multiple Is As Easy As One, Two…. Retrieved April 7, 2009, from http://www.helpwithfractions.com/least-common-multiple.htmlhttp://www.helpwithfractions.com/least-common-multiple.html  National Council of Teachers of Mathematics. (2002). Making Sense of Fractions, Ratios, and Proportions, 2002 Yearbook. Reston, VA: NCTM.  Rieber, L. (n.d.). Instructional Design Activity: Formative Evaluation. Retrieved April 26, 2009, from http://www.nowhereroad.com/instructionaldesign/asp/IDA/ida1.asp?ID=1386&activity=IDA%5Feval%5F draft1&ida=formative%5Fevaluation http://www.nowhereroad.com/instructionaldesign/asp/IDA/ida1.asp?ID=1386&activity=IDA%5Feval%5F draft1&ida=formative%5Fevaluation  Suh, j., Moyer, P., & Heo, H. (2005). Examining Technology Uses in the Classroom: Developing Fraction Sense. Journal of Interactive Online Learning, 3(4), p. 1-21.

Similar presentations