Part 1: Identification of Learning Problem

General Audience

The audience will consist of high school students ages 17 to 18. They attend Lithia Springs High School and are enrolled in my Senior Advanced Placement Microeconomics course. The Economics course is required by the state of Georgia however the Advanced Placement portion does not have standards set by the state yet. College Board sets the outline of the course.

Problem Identification

After teaching AP Microeconomics for a year Ive noticed that students do not have the ability to take basic concepts and apply them to answer a multiple-choice question successfully. To be enrolled in Advanced Placement classes you are held to a higher standard and should be able to critically think. After giving several multiple-choice unit tests during my course Ive identified this to be the problem because they can prove to me they know the material using other assessments. They also come to a realization of the question once we sit down and break each question down to its basic form.

Instruction on critically thinking is needed in Lithia Springs High School because we are held accountable for test scores to the state. I as an individual at my school am also help accountable for high Advanced Placement scores. The students will benefit from this instruction design because they will be able to analyze a multiple-choice question rather than face the test with a fear of not being able to process it.

Instructional Goal

Receive a 80% or higher score on Unit Tests to come later on in the year Achieve a score of a 3 or higher on the AP Microeconomics test Feel more confident when taking on the task of a multiple choice test

Part II: Learner Analysis

Introduction

The targeted learning group consists of seniors at Lithia Springs High School in an Advanced Placement Microeconomics class. These students range from ages 17 to 18. The targeted group will consist of 53.8% females and 46.2% of males. This information was taken from the Statewide Longitudinal Data System. I accessed this through my rosters on Infinite Campus. The multiple-choice section of the 2013-2014 Unit Test over consumer choice had an average score of 63.9. The females scored an average of 62.9% and the males scored an average of 65.06%. Of all of the students, 59.5 % scored below a 70, which is considered failing in the Douglas County School System.

Entry Skills

Mastery of basic reading, writing and math skills Basic computer skills Log on Access internet and use search engines Navigate through websites

Prior Knowledge

Understand of their multiple choice test taking weaknesses Microeconomic Concepts

The consumer choice unit test was used to identify test-taking weaknesses. Students were observed as they reviewed the test that they had taken. One on one interviews with the learners showed that the students felt that they could have done better on their test had they broken apart each question and applied the concepts that theyve practiced on other assessments. A Microeconomic Pre-Assessment attained data used to assess their prior knowledge. This data showed that 2 students out of 94 total received a score considered to be proficient (70 or higher). The remaining students fell below the 70% mark.

Attitudes Toward Content & Academic Motivation

Per my observations, most students enrolled in my course have a positive attitude toward the content. Although this class is required for them to graduate in the state of Georgia, they seem to enjoy the relevance of the material to their personal lives. Most students seem to be motivated to do well in the course.

Different learners were interviewed and asked to describe their attitude towards the AP Microeconomics content thus far. It was a general consensus that the material always starts our difficult and becomes simple with practice. The real world examples help the interviewees understand the subject at hand.

Educational Ability Levels

The learners sampled in this instructional plan have completed several tests over the course of their high school career. The state of Georgia requires students to pass the Georgia High School Graduation Test in 5 different subjects (Writing, English/Language Arts, Mathematics, Social Studies & Science) in order to graduate. The following are the results of the learners Georgia High School Graduation Test: 82.97% meet graduation requirements 8.5% does not meet graduation requirements 6.3% have not had scores reported currently 2.1% have not completed all 5 tests

General Learning Preferences

The majority of learners prefer visuals to process content. This consists of pictures and graphs to represent the material. The remainder of the students prefers a more hands on approach. Physically creating the economical graphs and other concepts of economics will be beneficial to them. There are very few students who prefer the auditory route but that learning preference does exist in my target audience. They will be successful with lecture and videos. This information was gathered from a Learning Styles Inventory done in class.

Attitude Toward Teachers and Schools

Through my observations over the last 6 weeks, these students are very active in their academics, extra curricular activities in school and out side of school, and seem to have a good attitude towards their teachers.

Different learners were interviewed and asked what their attitude toward their teachers and school was. The most common response was they respect their teachers and most are pretty fair. All interviewees agreed that their attitude towards the school would be much better if there was more school spirit.

Group Characteristics

The targeted audience is compromised of 48.31% black, 35.96% white, 12.36% Hispanic, and 3.37% Multi-Racial. Lithia Springs High School as a whole is made up of 52% black, 25% white, 17% Hispanic, and 6% multi-racial. Currently 70% of Lithia Springs High School students are on the Free and Reduced Lunch program. In order for a household of four to qualify for this program, receiving a free lunch means that the household brings home $30, 615 or less and to receive a reduced priced lunch the household brings home $43,568 or less. The current average income in Lithia Springs, GA is $42, 294.

Part III: Task AnalysisFor this Instructional Design, I chose to use a Procedural Analysis. I chose this method because it allowed me to break the multiple-choice test taking tasks into individual steps. Some of the steps in this procedural analysis will be observable while others will be unobservable.

I began generating a list of all the steps to being successful on a multiple choice test question. Once my list was complete I went back through the list and added detail to each step. I wanted to make sure that I hadnt missed any steps or that there any steps that shouldnt be included so I took an actual multiple-choice test myself. I used my checklist on every question and checked to be sure that they were all doable and helpful.

Task Analysis Outline

1. Read question in its entirety2. Identify main concept of questiona. Underline key wordsb. Eliminate any fluff from the question3. Answer question prior to reading multiple choice optionsa. Use keywords to identify vocabularyb. Apply any concept needed to answer questioni. Draw graphii. Calculations requirediii. Compare and Contrastc. Write answer down4. Read all options in their entirety a. Mark out all incorrect answers based on Step 35. Dont change answer

Subject Matter Expert (SME)

The SME for this instructional plan is (Brittney Bentley). I have a Bachelors of Science in Economics and Secondary Education from the University of West Georgia. I also received my Advanced Placement certification from College Board. I am currently seeking a Masters in Instructional Technology from Georgia Southern University. I currently teach at Lithia Springs High School for Douglas County School Systems in Georgia. I teach two subject areas, AP Microeconomics and Economics. I have been involved in test writing within my Personal Learning Community for the county as well as for our schools Economics department.

Dont change original answer Mark out ALL incorrect answersCompare/ContrastCalculateGraphWrite down answer

Apply ConceptsIdentify Vocabulary

Read ALL options in its entirety Answer question without multiple-choice optionsEliminate FluffUnderline KeywordsIdentify main concepts Read question in its entirety

Part IV: Instructional Objectives

Terminal Objective 1: To answer multiple choice questions correctlyEnabling Objectives:1a. Reading & identifying key concepts in question1b. Answering questions as if it wasnt a multiple-choice question

Terminal Objective 2: To achieve a passing score on future Unit Tests and AP TestsEnabling Objectives:2a. Following multiple choice test taking skill steps2b. Understanding AP Microeconomic concepts

ContentPerformance

RecallApplication

Fact1b

Concept2b

Principles

Procedure1,1a, 2, 2a

Interpersonal

Attitude

InstructionalObjectivesGeorgia Performance StandardsCollege Board AP Topics

11a1bELACC11-12RH7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

2ELACC11-12RH10: By the end of grade 12, read and comprehend history/social studies texts in the grades 1112 textcomplexity band independently and proficiently

2aELACC11-12RH7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

2b*Basic Economic Concepts, The Nature and Functions of Product Markets, Factor Markets, Market Failure and the Role of Government

* Advanced Placements do not have state standards, only topics set by College BoardPart V: Assessments

Lesson 1: How to answer a multiple-choice question

Objective 1: To answer multiple choice questions correctly1a. Reading & identifying key concepts in question1b. Answering questions as if it wasnt a multiple-choice question

Assessment: Learners will take a quiz on the process of completing a multiple-choice test successfully.

UDL Principles: While the instructional unit is to become successful at taking multiple-choice tests, this particular quiz will be differentiated by product. The learners have the option to take all multiple-choice, or they can take a short answer quiz.

Lesson 2: Being successful on a Unit Test

Objective 2: To achieve a passing score on future Unit Tests and AP Tests2a. Following multiple choice test taking skill steps2b. Understanding AP Microeconomic concepts

Assessment: Learners will take a multiple-choice Unit Test.

UDL Principles: The Unit Test will be given in many different forms. Learners have the option to read the questions on their own. They also have the option to view a YouTube video with the questions being read to them. The learners have the option to use a piece of scrap paper. They can submit this scrap paper by scanning it in OR taking visible pictures and submitting them for potential partial credit.

Assessment Examples

Objective 1 Assessment

Multiple-Choice Process QuizDirections: Answer the following questions using the Multiple-Choice Process.

1. What is the first and most important task you should do when first looking at the test at hand?a. Skim question for key wordsb. Read question in its entiretyc. Skip question and move ond. Answer question without the multiple-choice options

2. In AP Microeconomics, what step should you definitely use on every question you are presented with?a. Applying all concepts (graphs, formulas, etc) to the question givenb. Eliminate all answers that arent the correct onesc. A & Bd. None of the above

3. The last step in the Multiple-Choice Process is to change your answer at least once. a. Trueb. False

4. What step comes directly before reading all of the multiple-choice options?a. Marking out all incorrect answersb. Reading the entire questionc. Eliminating the fluff from the questiond. Answering the question without the answer options

5. In order to answer the questions without the answer options, what must you identify?a. Keywords & conceptsb. Answer to questionc. Multiple choice optionsd. None of the above

Multiple-Choice Process Quiz Answer Key1. B2. C3. B4. D5. ADifferentiated Short Answer Multiple-Choice Process QuizDirections: In 2-3 sentences, answer the following questions about the multiple-choice process.

1. Why is it important to use the Multiple-Choice Process?2. Describe the process and all of the steps necessary to be successful on a multiple-choice test.3. Of all the steps in the process, what is the most important in AP Microeconomics? 4. The last step in the Multiple-Choice Process is to change your answer at least once. Is the above statement true or false? Why or why not?5. What is the purpose of identifying the key words and concepts prior to answering the question?

Short Answer Multiple-Choice Process Quiz Answer Rubric

Objective 2 Assessment

Unit 3 AP Microeconomics TestDirections: Answer the following questions using the Multiple-Choice Process.

1. The law of demand states that:a. As price goes up quantity demanded goes downb. As price goes down quantity demanded goes downc. As price goes up quantity supplied goes downd. As price goes down quantity supplied goes down

2. Suppose that goods A and B are complements and the price of good A increases. We would then expect:a. The quantity demanded for good B to increase and demand for good A to increaseb. An increase in the demand for good A and a decrease in the quantity demanded for good Bc. A decrease in the demand for good B and a decrease in the quantity demanded for good Ad. An increase in the demand for goods A and B

3. The diagram below shows the demand and supply curves for a good. The equilibrium price could rise from P1 to P2 if which of the following occurred?a. Subsidies on the product increasedb. Consumers income increasedc. Costs of production were substantially loweredd. Improvement in technology

4. What is the likely effect on the market for t-shirts of a simultaneous decrease in both consumer income and government subsidies?a. An increase in both price and quantityb. An increase in price and a decrease in quantityc. An indeterminate effect on price and an increase in quantity d. An indeterminate effect on price and a decrease in quantity

5. Which of the following will not cause a change in the demand or supply curve for any good?a. A change in consumer taxesb. A change in taxesc. A change in the priced. A change in income

6. Due to massive tornado wiping out crops across the state, the price of cereal rises drastically. As a result, what will happen to the price and quantity of milk?a. Price decreases and quantity decreasesb. Price increases and quantity decreasesc. Price increases and quantity increasesd. Price decreases and quantity increases

7. What determinant (shifter) caused the shift in question number 6?a. Cost of inputsb. Substitutesc. Consumer tasted. Complements

Use the demand supply schedule below to answer questions 8 & 9

8. Using the chart above, determine the equilibrium price?a. $60b. $50c. $10d. None of the above

9. An increase in the price from $30 per unit to $40 per unit shows which of the following?a. A decrease in quantity demanded of 500 unitsb. A shift in the supply curve from 900 units per year to 1,200 units per yearc. A shift in the demand curve from 2,500 units per year to 2,000 units per yeard. A decrease in quantity supplied of 300 units

10. Which of the following would definitely lead to an increase in the price of milk?a. Wages of consumers decrease and dairy farms invest in new cow feed for cows allowing them to produce milk fasterb. David Beckham sponsors Got Milk by doing an ad and mad cow disease infects 60% of cowsc. Price of cereal increases and producer taxes on dairy farmers increases by 10%d. Population of babies in Dairy Land decreases and subsidies for dairy farmers were removed after the budget cuts were made.

Unit 3 AP Microeconomics Test Answer Key1. A2. C3. B4. D5. C6. A7. D8. B9. A10. B

Differentiated Unit 3 AP Microeconomics TestDirections: Use the link below to access audio of the Unit 3 AP Microeconomics Test.You may use a scrap piece of paper to do any work. Please submit your scrap work by scanning in your work to gain credit for getting the question partially right.

http://youtu.be/VkmvmHVPWSU

Differentiated Unit 3 AP Microeconomics Test Answer Key & Rubric1. A2. C3. B4. D5. C6. A7. D8. B9. A10. B

Part VI: Content Sequencing and Instructional StrategiesSequenceDescriptionObjective

1Read simplified questions & Identify key words1

2Answer non-content related questions in short answer form1

3Identify correct answer from a list of multiple choice answers1

4Answer content related questions (Unit Test)2

The sequence was generated based on the idea that practice makes perfect. The learner will follow the sequence online as if a teacher was guiding them through it in a face-to-face setting. This instruction will provide feedback as they work their way through the module allowing the learner to correct anything or gain further understand of the concept being practiced.

Lesson 1: How to answer a multiple-choice question

Objective 1: To answer multiple choice questions correctly1a. Reading & identifying key concepts in question1b. Answering questions as if it wasnt a multiple-choice questionIntroduction

Learner will identify differences in multiple-choice questions by creating 5 of their own over a topic of their choice.Differentiation: Different styles of multiple-choice questions will be shown. Students will choose what product they want to create comparing and contrasting the different styles. Venn Diagram Pro/Con List Write a blog

Instructional Strategy

Objective 1a: Step 1:Read multiple-choice questions and identify keywords by documenting anything of importance stated in the question.

Objective 1b: Step 2: Solve for the questions in step 1 using concept application.

Objective 1b: Step 3: Use the answers from step 2 to identify the correct and incorrect answers in questions from step 1.Differentiation Steps 1-3: Printable version is provided for ability to physically underline key words or highlight main concepts. Hints can also be given to help guide in the solving of the problems without the multiple-choice options.(Opfermann, Gerjets & Gerjets)

Summarizing Strategy Reflect on the importance of following a step-by-step process when answered a multiple-choice question.

Lesson 2: Being successful on a Unit Test

Objective 2: To achieve a passing score on future Unit Tests and AP Tests2a. Following multiple choice test taking skill steps2b. Understanding AP Microeconomic concepts

Introduction

Review a Prezi Presentation on AP Microeconomic Consumer Choice concepts.Differentiation: Presentation provides interactive videos, graphs, links and other resources that meet the needs of all types of learners.

Instructional Strategy

Following the review of the AP Microeconomic content, the learner will complete a Unit Multiple Choice test.Differentiation: A video link to questions being read a loud for those who need the questions read to them.(Rittle-Johnson & Star, 2007)

Summarizing Strategy

Learner will reflect on the test taken, looking over the questions he missed and determine if a test taking strategy couldve been used to successfully answer the questions missed.

Reference List

Opfermann, M. O., Gerjets, P. G., & Gerjets, P. G. (n.d.). Proceedings of the 23rd annual ascilite conference: whos learning? whose technology? . Retrieved from http://www.ascilite.org.au/conferences/sydney06/proceeding/pdf_papers/p89.pdf

Rittle-Johnson, B. R., & Star, J. S. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? an experimental study on learning to solve equations. Journal of Educational Psychology, 99(3), 561-574. Retrieved from http://itp.wceruw.org/Fall 09 seminar/Rittle-Johnson&Star-07.pdf Part VII: Design of Instruction

The instruction is designed based on the different elements of an EATS lesson plan. This type of lesson is used in the Learning Focused Schools plan. The idea behind this plan is to activate, instruct, and summarize. You can see this laid out in Part 6. Each section plays a different part in the learning process. The introduction portion or activator as Learning Focused Schools would call it, is used to acknowledge any prior knowledge the learner may already have. It is also used to get the learners mind focused on the particular subject at hand. The instructional strategy portion is used to give new material and have the learner practicing that new material. In the summarizer portion the learner will re-group and identify the importance of the work or material they just dealt with.

The Universal Design for Learning is incorporated into this plan by offering different types of assessments and products. The learners get different representations of the assessments. They also get different ways to express themselves through the material. This allows for interest and engagement for all types of learners

Part VIII: Formative Evaluation Plan

After completing this instruction, the learners will complete a survey. This survey will be used to evaluate the level of instruction. From the results I will modify the instruction, adding or deducting instructional strategies based on the information provided in the survey. Follow the link below to complete the survey.

Multiple-Choice Processing Survey