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

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

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

3 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.

4 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.

5 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.

6 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.

7 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

8 Development of Instructional Media  We developed instructional media for Lesson 1 in Unit 2.  PowerPoint, Video, Website  These materials can be found at: 

9 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.

10 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

11 Assessment Results of Field Test

12 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.”

13 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.

14 References  Arcytech. Pattern blocks: Exploring fractions with shapes. (n.d.). Retrieved April 6, 2009, from  Cool Math. (2009). Fractions: How to Add and Subtract Fractions When the Denominators are Different. Retrieved April 7, 2009, from 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 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  Cool Math. (2009). Fractions: What are fractions? Retrieved April 7, 2009, from  Dick, W., Carey, L., & Carey, J. O. (2005). The systematic design of instruction (6th ed.). Boston: Allyn and Bacon.

15 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  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 draft1&ida=formative%5Fevaluation 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


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