Tennille WilkensEDTC 670.9041Spring 2015Integrative Capstone Course: EDTC 670_9041Spring Semester 2015Tennille Wilkens

Phase 2: Creating Objectives and Assessment Materials

The purpose of this phase is to communicate the objectives and methods used to assess the students involved.

Overview & Purpose

I welcome the students that will be participating in this project. This project will allow the students involved to sharpen their understanding of mathematical computations as it relates to the real world. The lesson will adhere to Fulton County, GA standards for technological educational that promises to provide students with a 21st century learning environment.The review and assessing of the project will take place during the last quarter of the school year. I will assess the students twice, once in the beginning, and once more at the end to assess their progression. The students will have to demonstrate their level of understanding before the project as well as after to show a history of improvement or areas where additional attention is required. Learning Objectives: Students will use Rocket Math Program, which has free material and iPad applications available for all students. The students will be presented with 3 videos; these videos will provide an idea of what is expected of each student and the assessments to follow. Please note that for the students that are deaf, their interpreters will be available for all translation and questions that need to be addressed.

Outcome Learning ObjectivesAssessments

Ability to independently and quickly calculate mathematical problems.After continuous practice of activities that involves repetition of math facts (read, write, listen, and speak) students will have developed their fluency of mathematical expressions.

Worksheets with a list of math facts where students will practice and identify as many math facts as possible.

Ability to compute mathematical facts.After the use of technology driven applications, students will increase their understanding as well as raise their social interaction within a group.

Informal assessment through observations of app use and responsiveness during lessons.

Confidently test and assess their level of understanding on a timed environment. After group and individualized learning, students will feel confident in their ability to successfully assess and meet the requirements in a timed environment. (addition, subtraction, multiplication, and division).

Worksheets with a list of math facts where students will be required to complete a number of math facts in a timed environment.

Students are required to follow these steps:Part 1:Students will view the following videos:Video 1: a video of other students using the Rocket Math learning system Video 2: a video explaining the use of the worksheetVideo 3: a video explaining the use of the game or other applicationsPart 2: After the students have completed the videos, lets proceed with the first assessment. Please note that this is a pre-assessment and no prior practice will be involved. Use any of the below attachments to test each students level of understanding. This is where the skill of the student is measured. Test the students in all areas, addition, subtraction, multiplication, and division. This may be a little uneasy for them at first but the reward will come later when their progress is measured.Part 3:This is the section where students will read, speak, and repeat mathematical expressions. Use the below attachments to start with the addition facts, study, practice, and then gradually move to division. (At first, we will not write answers, this is a verbal/auditory exercise) Students will speak math problems aloud, an option to do so verbally or signing to ensure the students are memorizing the math facts. It is important that students can see the facts as they speak the math problem. This is an interactive exercise and volume control will not be necessary. The students will enjoy it and can use a handheld recorder to playback their progress. After monitoring and observing the students progression to memorize math facts, then proceed with allowing the students to record their answers.Part 4:Have the instructors help the students search for free math games to download to the iPad. Students will keep a paper log of the students score to track their progress. This is a group effort and fun is a must. To further motivate the students, its optional to offer candy bags or gift cards as an incentive. Part 5:Students are on to completing the final assessment. Using a timer, students are to complete as many addition facts at first. Then move to the other assessments. Each sheet has a practice section as described in the video links and then an assessment to follow. Students will be assessed and scored once in the beginning of the quarter and again at the end to measure improvement. Students are allowed to practice as often as needed, but only required to test twice. Addition:Click Assessment to print. 1st assessment - Time allowed: 5 minute timer.2nd assessment Time allowed: 3 minute timer.Subtraction: Click Assessment to print. 1st assessment - Time allowed: 5 minute timer.2nd assessment Time allowed: 3 minute timer.Multiplication: Click Assessment to print. 1st assessment - Time allowed: 5 minute timer.2nd assessment Time allowed: 3 minute timer.Division: Click Assessment to print. 1st assessment - Time allowed: 5 minute timer.2nd assessment Time allowed: 3 minute timer.Students will start with addition, and then when addition is mastered, move to subtraction. Next, will be multiplication, then when students master this move to division.

According to Rochelle Kenyon, the following tips are helpful when teaching students with learning disabilities mathematics: Avoid memory overload. Assign manageable amounts of work as skills are learned. Build retention by providing review within a day or two of the initial learning of difficult skills. Reduce processing demands by pre-teaching component skills. Help students to visualize math problems. Use real-life situations that make problems functional and applicable to everyday life. Use uncluttered worksheets to avoid too much visual information. Practice with age-appropriate games as motivational materials. Have students track their progress. Challenge critical thinking about real problems with problem solving. Use manipulatives and technology such as tape recorders or calculators.

References:

Kenyon, R. (2013). What are strategies for teaching a student with a math-related learning disability? Retrieved from: http://www.washington.edu/doit/what-are-strategies-teaching-student-math-related-learning-disabilityRocket Math Program (2015). Retrieved from: http://www.rocketmath.com/p/home.html

YouTube for Rocket Math videos. (2011). How students will use Rocket Math? Retrieved from: https://www.youtube.com/watch?v=qovfuux3a0s

YouTube for Rocket Math videos. (2013). How to study Practice Rocket Math? Retrieved from: https://www.youtube.com/watch?v=M_v3JMtPYbw

YouTube for Rocket Math videos. (2010). Rocket Math Games. Retrieved from: https://www.youtube.com/watch?v=ypy-vX2eHKw