EDIT 6170INSTRUCTIONAL DESIGN

Team Fraction Action:Kim BennekinNikki GarmanyRebekah LowryKaty 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 4th grade teachers

Reviewed content and instructional methods of lesson

One-to-One Evaluation 4th grader from DeKalb County, GA Pre/post-test quantitative data Attitudinal responses form post-instruction questions

Small Group Evaluation Four 4th 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

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.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.html

Cool Math. (2009). Fractions: Simplifying (Reducing) Fractions. Retrieved April 7, 2009, from 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

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.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.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%5Fdraft1&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.