Design+Project+Report+2

After completing Report 1, receiving feedback, and continuing with the flow of the project, there are a few revisions that I would make to the report. Other than a few grammatical changes and editing for passive voice, the student pass rate I stated in my needs assessment is something that I would look back on to revise (in consideration of your feedback). In previous years, the pass rates have fluctuated around 97% and 98%, even with low baseline scores. With more experience comes a higher expectation, which is why I had chosen 100%. However, after reconsidering that 100% perfection is often unattainable due to various circumstances, I’ve decided to change my goal’s pass rate to 98%.
 * __Put the 'Place' in Place Value!__**
 * __Revisions since Report 1__**

98% of all second grade students will pass place value assessments with 80% accuracy while demonstrating an understanding of all-encompassing skills.
 * __Goals Statement__**

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.
 * __Task Analysis Tied to the Goals__**

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.
 * __Instructional Objectives__**

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__**

-Base ten blocks -Explicit instruction -Online recourses (intervention games) -Active learning -Collaborative/Cooperative leaning -Critical Thinking -Humor
 * __Strategies for Objectives__**

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.
 * __Details on 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.
 * __Practice for Objectives__**

The pre-instructional activities are imperative to student success because it is what motivates learners. Once the instructor knows the students’ prior knowledge they are able to motivate their students, prepare them for learning, grab their attention, make the learning relevant, and help their students gain confidence and satisfaction. In addition to the math baseline, I would also administer a pre-test that specifically tests each of the objectives. Then, I would know where to focus the most. Students will be motivated based on the expectations I give them, the motivation to get on the computers to play the intervention games, and the chance to interact with their friends while learning math with manipulatives. They will be learning and growing academically as well as socially.
 * __Pre-instructional Activities__**

Each student will be assigned to two different groups. One group is a guided learning group and the other is an independent learning group. For the guided learning groups, students will be grouped based on their baseline assessment scores while focusing on the concepts they did not master. This will allow me to work more closely with the students to master the concepts in which they need more personalized assistance using various resources. For the independent learning groups, students will be mixed (high and low) to help each other learn the concepts by collaborative/cooperative learning while using various resources. In both grouping situations, the use of tangible, visual, and virtual manipulatives will be used. A form of instructional media that will be used to assist in learning the strategies is a website called Thinkcentral.com. This website has intervention games, step-by-step tutorials/practice problems, and an engaging atmosphere. This form of media can be used in whole group, small group, and individualized settings. It is a great tool to use with both the guided and independent learning groups.
 * __Groupings and Media__**

See document attached.
 * __Sample Assessments__**

Morrison, Ross, Kemp & Kalman. (2010). Designing Effective Instruction, 6th ed. Wiley.
 * __Relevant Current References__**

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