Kari Knisely Instructional Unit on Parts & Wholes using fractions, decimals, and percents IU5 IU5: THE FORMATIVE EVALUATION

Transcription

1 IU5: THE FORMATIVE EVALUATION INTRODUCTION After creating the instructional strategy, media selection, and delivery method in unit 4 the instructional materials were created as well. In unit 5 the formative evaluation will be conducted. The formative evaluation consists of 3 major evaluations; one by the subject matter expert, a one-to-one evaluation, and a small group evaluation. OVERVIEW The purpose for the instructional unit is to re-teach 7 th grade students how to solve story problems dealing with parts and wholes in order to convert from fractions, decimals, and percents. Students have already learned the foundations as well as most content being presented, but many have a hard time grasping the idea. The unit will reinforce pictorially and through interactive activities what it is they are doing and why in order to gain a better understanding and knowledge of the topic. Organizational Goal 7th grade students will master the objectives and skills on the TAKS test Instructional Goal After completing an interactive unit on fractions, decimals, and percents, 7 th grade students in Miss Knisely s math class will demonstrate their mathematical understanding of the relationship between parts and wholes. SUBJECT MATTER EXPERT EVALUATION 1. Introduction The subject matter expert who evaluated the instructional materials was a 7 th grade math teacher at the school I teach at and she is the grade level head of the math department. She has great success with her students and is very knowledgeable of effective teaching practices for 7 th grade math expectations. I ed the file to her, she provided feedback, and ed it back to me. The feedback was then input in the table below and the reaction and responses were added. 2. Subject Matter Expert Evaluation Summary The following table below shows the comments from the subject matter expert as well as my response to each. Introduction Overview Steps SME s Observations My Response - How does the student know they are going to learn about fractions, decimals, and percents? - The real-life connection is a great idea Step 1: Understand the Problem What about place value and simplifying fractions in the pretest? Why are you giving an assessment before the lesson? I will add a title and directions to the top of the instructional materials. I will be adding place value and simplifying fractions in the pre-test due to them both being entry level skills as well. I explained that they are doing step 1 of the lesson in a video that will

2 be completed in a later class. Step 2: Plan to Solve the Problem How are different learning styles being addressed? Well, visual and auditory as well as watching kinesthetic representation; but due to it being a stand-alone component there will be no hands on manipulatives, but makes me realize I could have the students draw and create bars and circles on their paper and cut or tear to show the parts and wholes in order to include kinesthetic learners. Step 3: Solve the Problem Are you relating the video in step 3 back to step 2? Yes, it will pick up where step 2 leaves off and it all ties in together. Step 4: Check your work What is the FDP table anyways? I could insert an image of the FDP table when it is referred to. Completion How do they do the test? Love the rubric! I am inserting directions at the beginning of the instructional materials to inform them of this. 3. Synopsis The instructional materials were appreciated among the subject matter expert. They were very interested in more information on the class and seemed very interested in learning more. The subject matter complimented the use of the pencil (graphic) and the use of real life examples which are so important for engagement purposes. Due to the fact that the subject matter expert is not familiar with the Dick and Carey model, she did ask why I was doing a pre-test similar to the one here as well as why I was assessing them prior to the lesson was completed. I explained that the way she is thinking is how the textbook usually develops lesson for curriculum, but I was in a class learning the Dick and Carey instructional design model which implements a pre-test of entry level skills to verify they learner is ready to begin and that each major step needs to have an assessment within the unit prior to moving on. After explanation, she still seemed slightly confused due to the way we normal present and assess instruction in a state educational setting. I will be able to show her more so she understands and she does seem interested to learn. Immediate Revisions: - Adding a title and directions to the top of the unit handout - Adding 2 topics to the pre-test; one being a simplification of fraction and one being a place value question. - I will be developing story boards for each video. - I will be thinking of creative ways to have the user do what I am doing in a hands on manner with paper and pencil. - I will be adding a graphic of the FDP table when discussed. Long Term Revisions and Considerations: - I will be developing the story boards into videos viewable electronically. The video will be the lesson for each step that the user will engage. ONE TO ONE EVALUATION

3 1. Introduction The one-on-one observation in this unit was a little bit more difficult than intended due to the majority of main content to be evaluated not yet being developed. The majority of content will be a short video tutorial for the student to view in order to show, teach, and explain the process. Therefore; the one-on-one evaluation was completed with a student of mine while I helped by assisting walk them through it as well as the explanation of what is lacking at this point. The student is an academically successful 7 th grade student that is very intelligent for his age. He is very educated in the process and I assumed he would be able to best understand what I had planned for the videos. 2. One to One Evaluation Summary Steps One-on-One Observations My Response Introduction Will the other kids understand the entire introduction? Great point! A lot of the students are ELL s and have a hard time comprehending. So instead of just Miss FDP talking, I will need to implement pictures and graphics to display what Miss FDP is saying. I may be able to put a Spanish text or translation in as well. Overview What is a pretest and anticipatory guide? Again, I should have a quick explanation or a picture in the video while Miss FDP is explaining this. Step 1: Understand the Problem Will there be pictures? Yes, graphics in the form of circles Step 2: Plan to Solve the Problem Step 3: Solve the Problem Sometimes they get the F D and P confused because the ones that don t know much English. Remember how they always forget to divide right? and fraction tile bars. Although that is an entry level skill, I will put an example of a Fraction, Decimal, and Percent in the FDP table while teaching and need to add a review of this. I should add a VERY detailed tutorial in regards to place value which what he is referring to since students usually do make simple mistakes here. Step 4: Check your work Can we still estimate using this? I have explained how they should estimate and round to check their work so that is something I need to add into this step of the tutorial video. Complete the Post Test The post test is white and plain looking compared to the other parts. I will add some creative pieces to it to add graphic, color, or border to enhance the attractiveness. 3. Synopsis

4 The instructional materials will be greatly enhanced once the videos are created and the multimedia portion. As for now, the one-on-one evaluation provided much great insight from the user end. He said many times he couldn t think of anything to change. I assume this is because I am his teacher and as well that he is not the teacher and knows the subject area well so this is easy for him to grasp. I told him I needed to get at least one comment or suggestion from each section. The points brought up were very credible and definitely will be taking an impact on the production of the final product during the next course. Many of the suggestions focused around the visual engagement appeal. I think that the videos will definitely meet this requirement but the instructional materials do not include all that. Immediate Revisions: - I can add more graphics of examples in the instructional materials rather than in just the video s will be a great enhancement Long Term Revisions and Corrections: - Creating the videos with more examples, clarification, graphics, and audio than initially planning will definitely help. SMALL GROUP EVALUATION 1. Introduction As with the one-on-one evaluation, it is hard to get a clear, true, and good idea of changes to be made and that can feasibly be made at this point due to most important content needing to be displayed through the videos. Since the topic is math, it is slightly impossible from the routes I have seen and worked with, to document every process electronically in an engaging way into instructional materials such as this without a video component to piece all the pieces together. Due to the testing and availability as well as things coming up last minute at a school, I asked an academically successful and an academically unsuccessful student to simultaneously review the materials. I was present in order to explain what will be included in the videos and the process in regards to how they learn in the classroom. 2. Small Group Evaluation Summary Introduction Overview Steps Small Group Observations My Response Cool pencil. Who s voice is it - I can look for something cooler gonna be? Can t you get like an avatar but I was unable to something cooler? figure out how to insert or embed Step 1: Understand the Problem Do you have to do a pretest? What happens if you don t pass it? You mean we just can t do it if we don t pass it? The hesitant student kept rereading. The less hesitant student got it and went straight to step 2. an avatar into a video. - Yes, and I explained the reasoning for the pre-test. I explained you are not supposed to continue until you master the pre-test. I told them technically you will be able to if you want, but you shouldn t because you won t be ready. If there is some way I can try to give a hint key on the side, I can give them hints along the way for the ones that are struggling and lower learners.

5 Step 2: Plan to Solve the Problem Do you have to do them all? - It would be a good idea to mention at the top of this part of the unit, the possibility to choose one of the three sections for those that pick things up more easily. I see that 30 minutes may be more difficult for the less experiences learners completing this. Step 3: Solve the Problem Step 4: Check your work Complete the Post Test Where do we do our work? Can we use a calculator on the computer? How do you know if we did our work and do this all like we are supposed to? Why do we always have to check our work? How do you know if we check our work? What do we get if we pass it? Do we have to get a certain score? Is the score on our report card? You do your work on a paper and using pencil that you should have and if not, ask to borrow. You can check your work with a calculator when you are done but you cannot rely on the calculator for the answer. If you do not follow all the steps then it is your loss and I assume you want to pass. It is your responsibility to learn and follow the rules since it will benefit you as well. A typical teacher reply to this of course. Why why why are always being asked so I explained. Not much feedback was given on the steps, just trying to think of ways to cheat the system. I should think of an incentive of a grade in the grade book or a name into a raffle drawing etc in order to better motivate them. After I receive the test and grade it, I will enter a grade into the grade book. 3. Synopsis Math is such a subject to master for many as well as a difficult topic to teach in this setting without manipulatives, audio, graphics, etc all combined. It seems as if it needs to be developed into a video in order to truly make sense. The feedback is useful and will be considered, but I cannot wait to produce the video with the suggestions I have been given in order to make it most effective. CONCLUSION In unit 5, the formative evaluation is conducted. The formative evaluation is conducted through evaluations with a subject area expert, a one to one evaluation, and a small group evaluation. Through the 3 different styles of evaluation, I was able to receive very valuable feedback and I will be implementing almost every point mentioned. I preferred being with the one-on-one and small group evaluation at the time rather than ing the subject matter expert. The subject matter expert had great advice, but I feel if I was with her in person, maybe I would have even received greater feedback. I could have explained more of what the goal

6 was to get some better points so she as well could understand better. All explanations and ideas were valuable and I see the need for each one since they are all at different levels and have different views on the unit. The next step will be a summative evaluation.