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Jessica Delgado

Jessica Delgado. Design Project Materials and Unit Plan Overview EME6939. Unit Goals and Objectives. Needs Assessment.

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Jessica Delgado

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  1. Jessica Delgado Design Project Materials and Unit Plan Overview EME6939

  2. Unit Goals and Objectives

  3. Needs Assessment • 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.

  4. Context • 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

  5. Goals Statement • 95% of all second grade students will pass place value assessments • with 80% accuracy while demonstrating an understanding • of all-encompassing skills.

  6. Objectives • 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.

  7. Task Analysis Tied to the Goals • 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.

  8. Summary of strategies, materials, implementation

  9. Strategies for Objectives • 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.

  10. .Instructional Materials ThinkCentral.com

  11. Materials .Instructional Materials GoMath! Student Text Book

  12. Materials .Instructional Materials Base ten blocks/Dry Erase Boards Tens Ones Dry Erase Board

  13. Materials .Materials Pre Test

  14. Materials Continued .Materials Post Test

  15. .Materials Small Group Evaluation

  16. Implementation of Objectives • 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.

  17. considerations for planning implementation of instruction.

  18. Instructional Sequence • 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.

  19. 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 • 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

  20. Learning Assessment Experience • 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.

  21. Theoretical framework • 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.

  22. References • 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

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