FRIT 7231: Instructional Design Key Assessment

8/20/2019 FRIT 7231: Instructional Design Key Assessment

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Key Assessment Part 1: Identification of Learning Problem

General Audience

The general audience that I have chosen contains 24 first grade children between the agesof six to eight years. 96% of the children (23 are !frican"!#erican and 4% ($ are of

#ixed bacground. !ll children are in a low inco#e bracet& #any of who# are using

govern#ent housing and aid. The school is a Title $ school with $''% on free breafast

and lunch. The children have been in first grade for over half a year& and all attendedindergarten with only one having been )reviously retained.

Problem Identification

*eing in a data driven district& I have #any resources as #y dis)osal to gain an insight onareas that are causing a )roble#. !ssess#ents such as the +T!, -ath assess#ent and

results fro# their bench#ar testing using -"lass -ath hel)ed #e identify the s)ecific

needs that need to be addressed class wide. These deficiencies are based on the o##onore /eorgia 0erfor#ance +tandards that have been rolled out state"wide which ex)ects

the students to #aster these sills before the end of first grade.

Therefore& based on the above #entioned criteria I noticed that #y students are having a

)roble# with certain #ath standards. I have decided to concentrate on #y students being

able to solving addition and subtraction word )roble#s (u) to 2'. This see#s to be#ore of an abstract conce)t that has been giving #ost of #y student1s )roble#s. -any

are unable to )ull details fro# the text and create strategies for co#ing to a )ro)er

euation and answer. Teaching second and third grade as well in the )ast& I now how

i#)ortant it is for the general audience to be able to )roble# solve& create a strategy& andfind a solution. I believe that this will not only their )roble# solving sills& but also hel)

in the real# of reading with being able to )ull out details and using these details to drawcorrect conclusions. The /eorgia o##on ore +tandard I a# concentrating on is

MCC.1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with

unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol

for the unknown number to represent the problem.

Instructional Goals

• +tudents will be able to add within 2' to solve word )roble#s.

• +tudents will be able to subtract within 2' to solve word )roble#s

• +tudents will be able to )ic out context clues to hel) the# understand which

)ro)erty they need to solve the )roble#.


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• +tudents will use #ulti)le re)resentations such as obects& drawings& and

euations with sy#bols for the unnown nu#ber to re)resent the )roble#.

• +tudents will be able to ex)lain their way of thining and strategy to solve the

)roble#.


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Key Assessment Part II: Learner Analysis

IntroductionThe )ri#ary audience reviewed in this analysis is co#)rised of $st graders at /adsden

5le#entary +chool in the +avannah"hatha# ounty +chool +yste#. +tudents range in

age fro# 6" with only one child that was retained )rior in indergarten. 7ere at

/adsden& 29% attended 5cono#ic 8))ortunity !uthority (a 7ead +tart )rogra# run by

hatha#"+avannah& or a )re"indergarten )rogra# when they were younger. The class is

co#)rised of 24 students& one of which has ust arrived fro# another school in the district

2 #onths earlier. In #y class& 23 of the students are !frican"!#erican and one is

classified as #ultiracial. e also have $''% of the students are eligible for free lunch

and breafast& and #ost co#e fro# lower"inco#e econo#ic bracets. The neighborhood

surrounding the school consists #ainly of govern#ent housing. urrently& 2 students are

receiving coaching fro# :ove -entors that co#e and volunteer at the school. They hel)

with reading and #ath. Three students are currently being taen by an 5I0 (5arly

Intervention 0rogra# teacher for intensive interventions dealing with reading. +ix

students are currently in the ,TI (,es)onse to Intervention )rocess. 8ut of these six

students& 2 are in ,TI Tier 3 for behavior )roble#s& and 3 are in Tier 2 for reading and

language )roble#s& while the last student is Tier 3 for )rocessing issues& reading& and

#ath. !lso& during reading and s#all grou) ti#e& +T!, and -"lass (;ibels < -ath

bench#ars have been used and analy=ed to create grou)s so deficiencies can be wored

on and reinforced. urrently& based on the #iddle of the year scores& students are

showing as intensive and are in two grou)s of 4& seeing the 5I0 teacher at least 3 ti#es a

wee for 3' #inutes at a ti#e. $' students fall as >on watch? and are )laced in two

grou)s of @& while 6 students are above level and consist of one grou) with inde)endent

wor. Infor#ation used ca#e fro# a variety of sources. 0er#anent records& registration

for#s& and 0owerTeacher have been reviewed to attain de#ogra)hic infor#ation&

)ro#otions& retentions& and test scores (such as /I;+ fro# the year )rior. ,TI records

have also been utili=ed to understand any deficiencies or obstacles that #ight constrain

learning.


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taught how to solve word )roble#s ste)"by"ste) lie investigators& al#ost all the class

stated they would be willing to give it a try (22 students. !lso& 2' of students stated

having to do a lot of reading #ade the# not want to even try to figure the )roble# out.

Educational Abilities

Bsing the bench#ar scores fro# +T!, -ath& $4 of students are below in re)resenting

and inter)reting data. !lso 9 out of 24 students are struggling addition to 2' and with

understanding )ro)erties of addition and subtraction& while $6 students have a solid

understanding of )lace value. 8verall& the class is diverse when it co#es to reading

ability and word )roble#s. -ulti)le re)resentations and re)eated reading will be

necessary with #ost of the class.

Learning Preferences

-ost of the class showed a )reference for hands"on )roects as well as interactive

)ro#ethean board or i0ad activities. This ee)s their attention and allows all #odalities

of learning to be utili=ed.

Attitude #o"ard #eac&er and c&ool

The #aority of the class said they enoyed co#ing to school& with only 4 choosing that

they do not lie co#ing to school. -any have a )ositive outloo on the teachers they

interact with everyday& with only 2 stating in the negative. The things they lied #ost

about the school based on a 0ro#ethean *oard survey was the using neat technology&

feeling co#fortable& and their friends.


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2.2 +ubtraction (within 2'

2.2.2 +ubtraction )roble#s focus on taing things away or a)art.

2.2.2.$ Cinding the ;ifference 8ne ty)e of subtraction

word )roble# will as to tae a nu#ber of ite#s away.

The )roble# will as you to find difference.

2.2.2.2 -issing +ubtrahends !nother ty)e of subtraction

)roble# will give you the total nu#ber& but one of the

subtrahends is #issing. Dou #ust figure out what this

#issing subtrahend is.

3. ontext lues

3.$ hat are ontext luesE

3.$.2 7ow context clues can identify s)ecific ty)es of word )roble#s.

3.2 !ddition ontext lues

3.2.$ hec word )roble# for words or )hrases such as in all& oin&

co#bine& all together& or )lus.

3.3 +ubtraction ontext lues

3.3.$ hec word )roble# for words or )hrases such as how #any

#ore& difference& se)arate& eat& too away& or less than.

4. Bsing -ulti)le ,e)resentations to illustrate the )roble#

4.$ ;rawings

4.$.$ reate drawings to re)resent the ite#s in the )roble#. This hel)s

with being able to add or subtract by counting or crossing out the )ictures

you need to.

4.2 Fu#ber +entences

4.2.$ 8nce you decide if you have to add or subtract& creating the addition

or subtraction )roble# by looing at the word )roble# or the )ictures you created.

4.3 Tables or /ra)hs


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trategies

Lesson 1:

Cocus is on

how to readword

)roble#s& then breaing the

)roble# down

by identifying

and labeling

ey details(such as

nu#bers& ey

words& and thefinal uestion.

• ;efine ste)s on

how to read a word

)roble#.

• Identify ey details

in the sentence

needed to solve the

)roble#.

• :abel ey

details once

identified and readin the word

)roble#.

Ob'ecti%e 1:

;efine and state

)rocedures for

reading word

)roble#s

1a. ;efine ste)s

on how to read a

word )roble#.

1b. Identify ey

details in the

sentence needed

to solve the

)roble#.

1c. :abel ey

details once

identified read in

the word )roble#.

The lesson will

)rovide

si#)lifiedvocabulary

hints& )icturesto su))ort wordrecognition or

context&

recognition

(!+T& inc.($999"2''@.

This will be

tailored byneed of each

student as

contained inB;:

)hiloso)hy.

$. Key 8ord 9ui

+tudents will be given

a #ix of words andased to sort the

words on a t"chartonline based onwhether they are

addition words or

subtraction words.

2. 8ord Problem7etail Assessment

+tudents will be giventhree word )roble#s

and ased to highlight

ey details (nu#bers&ey words& and the

final uestion in each

)roble# and underlinethe uestion being

ased.

Lesson -:

Ty)es of word

)roble#s are

identifiedusing eyword

strategies.0roble# ty)esare then

ex)lored using

exa#)les of

addition andsubtraction in

all three for#s

()uttingtogether or

taing a)art&

co#)aring&and unnowns

in all

)ositions.

• lassify

the ty)es of

addition

)roble#s(adding to&

)uttingtogether&co#)aring

and unnowns

in all

)ositions(#issing

addends or

su#s

• lassify ty)es of

subtraction )roble#s

(taing a)art&

co#)aring and

unnowns in all

)ositions (#issing

subtrahends or

Ob'ecti%e -:

Identify addition

and subtraction

word )roble#s

(within 2'

-a. lassify the

ty)es of addition

)roble#s (adding

to& )utting

together&

co#)aring and

unnowns in all

)ositions (#issing

addends or su#s-b. lassify ty)es

of subtraction

)roble#s (taing

a)art& co#)aring

and unnowns in

all )ositions

The lesson will )rovide

si#)lified

vocabularyhints& )ictures

to su))ort wordrecognition orcontext&

recognition

(!+T& inc.

($999"2''@.!lso general

a))lication

hints& )roble#s)ecific hints&

co#)utation

and factretrieval hints

will also be

)rovided. (,ose& ;. 7. <

-eyer& !.

(2''2.

Teaching every

$. 8ord Problem

#y)e In%estigation


a #ix of word )roble#s and #ust

identify if they areaddition or subtraction. They

then #ust identify if

they are )utting

together& taing a)art&and if they are #issing

a su# or difference& or

#issingaddendAsubtrahend.


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difference

•;efine s)ecific

context clues

used in word

)roble#s to

accurately

identify if the

)roble# reuires

addition or

subtraction.

(#issing

subtrahends or

difference

-c. ;efine

s)ecific contextclues used in

word )roble#s to

accurately

identify if the

)roble# reuires

addition or

subtraction

student in the

digital ageUniversal

design for

learning.

This will betailored by

need of eachstudent as

contained in

B;:

)hiloso)hy.

Lesson :0resentation of

a variety of

strategies to

solve word )roble#s are

identified such

as utili=ingdrawings&

nu#ber

sentences& and

gra)hs or charts

re)resentingdata in the

)roble#.

•

Btili=edrawings to

re)resent

addition and

subtraction

word )roble#.

• Illustrate the

word )roble#

using nu#ber

sentences.

• Btili=e gra)hs

or charts using

data and details in

the )roble#.

Ob'ecti%e :

0rovide clear

ex)lanations

using a variety of

#ethods to

ex)lain thining

a. Btili=e

drawings to

re)resent addition

and subtractionword )roble#.

b. Illustrate the

word )roble#using nu#ber

sentences.c. Btili=e gra)hs

or charts usingdata and details in

the )roble#.


si#)lified

vocabulary

hints& )icturesto su))ort word

recognition or

context&recognition

(!+T& inc.

($999"2''@.

!lso generala))lication

hints& )roble#s)ecific hints&

co#)utation

and fact

retrieval hintswill also be

)rovided. (,ose& ;. 7. <-eyer& !.

(2''2.

Teaching every student in the

digital age

Universal

design forlearning.

This will be

$. 8ord ProblemIn%estigation


a test where they are

shown @ word )roble#s. They #ust

label ey )arts in the

)roble#& identify )roble# ty)e& and

show their thining by

solving using )ictures&

gra)hs or charts& and anu#ber sentences to.

They #ust show atleast two ways to

solve the )roble#.


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tailored by


contained in

B;:

)hiloso)hy.

Assessment E(am)les

The assess#ents that I have created are )erfor#ance based and I want students to be ableto de#onstrate the ey conce)ts they learn and use that infor#ation to solve word

)roble#s while de#onstrating their thining. !t the end of the unit& students should be

able to de#onstrate what they have learned and should be able to correctly use additionand subtraction within 2' to solve word )roble#s involving situations of adding and

subtracting by taing a)art& and co#)aring& with unnowns in all )ositions and

de#onstrating their thining by using obects& drawings& and euations.

Lesson 1;Key 8ord 9ui

A77 45#/AC#


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In all 0ind t&e difference 0ind t&e sum 'oin


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Mary )ic!ed = flo"ers on &er "ay to sc&ool. anet )ic!ed ? flo"ers on &er "ay as "ell.


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5et& and cott "ere at t&e beac& and collected s&ells

. 5et& )ic!ed u) s&ells in t&e morning and - s&ells

in t&e afternoon. cott )ic!ed u) more.


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7ecide if you need to add or subtract. Mar! u) your

)roblem. In t&e em)ty bo( drag t&e !ey "ord used to

decide and tell if you are finding t&e sum2 difference2 or

&a%e a missing addendsubtra&end.

>anet &as = )ins .

&e got more for &er

birt&day.


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Lesson Assessment: 8ord Problem In%estigation

Mar! u) your "ord )roblems. Circle "&et&er you need to add or subtract. 7ra"

)ictures and include a number sentence to sol%e. &o" your "or!.

www.MathPlayground.comShow questions one by one

1. Ned rode his bike 7 miles to the library.He took a shortcut on the way home which was only 5 miles long.How many miles did Ned ride altogether?

. !nne ate " cookies.Samantha ate # more cookies than !nne.How many cookies did Samantha eat?

$. Henry ga%e 5 stickers to his younger brother.Now he only has & stickers.How many stickers did Henry ha%e at 'irst?

(raw Picture) *ra+h or Number Sentence to show your work


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#. (erek and ,arry ha%e 15 books together." o' the books belong to (erek.How many books does ,arry ha%e?


5. !ngela had - com+uter games.She got $ more 'or her birthday.How many com+uter games did !ngela ha%e then?



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$. Henry ga%e 5 stickers to his younger brother.Now he only has & stickers.How many stickers did Henry ha%e at 'irst?


#. (erek and ,arry ha%e 15 books together." o' the books belong to (erek.How many books does ,arry ha%e?


(erek and ,arry2s 3ooks

"/444015

5. !ngela had - com+uter games.She got $ more 'or her birthday.How many com+uter games did !ngela ha%e then?


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-/$011


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B;: The lesson will )rovide si#)lified vocabulary hints& )ictures to su))ort word

recognition or context& recognition (!+T& inc. ($999"2''@. This will be tailored by

need of each student as contained in B;: )hiloso)hy.

/enerative +trategy +tudents will then be ased to de#onstrate their sills as detectives by being given @ word )roble# #ysteries to solve inde)endently. They will be ased to

first read the )roble# silently& and then listen to the )roble# being read through audio.

They will then correctly highlight ey clues nu#bers& underline the #ain uestion& and box the context word or )hrase (using digital )en and highlighting tools that told the#

which o)eration to use for each )roble# on the screen.

Lesson -: #ime to in%estigate and &unt for cluesF

Ob'ecti%e -: Identify addition and subtraction word )roble#s (within 2'

-a. lassify the ty)es of addition )roble#s (adding to& )utting together&

co#)aring and unnowns in all )ositions (#issing addends or su#s

-b. lassify ty)es of subtraction )roble#s (taing a)art& co#)aring and

unnowns in all )ositions (#issing subtrahends or difference

-c. ;efine s)ecific context clues used in word )roble#s to accurately identify if

the )roble# reuires addition or subtraction

Initial 0resentation +tudents will uicly review the three i#)ortant )arts of a word

)roble# the nu#bers& the uestion& and HA" context clue words. +tudents will thenwatch a DouTube video on words or )hrases that tell whether they need to add orsubtract. This )resentation will hel) the# beco#e fa#iliar with addition words and

subtraction words so they can correctly classify the ty)e of )roble# as addition or

subtraction. ;iscuss that there are different ty)es of addition word )roble#s anddifferent ty)es of subtraction word )roble#s. -any& you need to find the answer by

either adding your nu#bers or subtracting and getting your answer. 7owever& there are

so#e )roble#s that #ay not as you to find the su# or difference. These )roble#s #ayhaving #issing addends or subtrahends. !lso you #ay be ased to co#)are. +tudents

will wor through exa#)les of each of these )roble#s

B;: The lesson will )rovide si#)lified vocabulary hints& )ictures to su))ort wordrecognition or context& recognition (!+T& inc. ($999"2''@. !lso general a))licationhints& )roble# s)ecific hints& co#)utation and fact retrieval hints will also be )rovided. (,ose& ;. 7. < -eyer& !. (2''2. Teaching every student in the digital age Universaldesign for learning.

This will be tailored by need of each student as contained in B;: )hiloso)hy.


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/enerative +trategy . +tudents will then co#)lete an interactive digital word sort under

two categories addition or subtraction and drag the )rovided words or )hrase under the

correct category. +tudents will discuss their reasoning behind the choices #ade.+tudents next will be ased to co#)lete 6 word )roble#s. They will have to )ull out the

ey clues and create a nu#ber sentence. +tudents will ex)eri#ent with the discussed

different ty)es of addition and subtraction word )roble#s. +o#e )roble#s will be asingfor su#s or differences& while other )roble#s #ight as for co#)arisons such as who has

#ore& who has less.

Lesson : ol%ing t&e Mystery: Putting t&e Clues toget&er

Ob'ecti%e : 0rovide clear ex)lanations using a variety of #ethods to ex)lain thining

a. Btili=e drawings to re)resent addition and subtraction word )roble#.

b. Illustrate the word )roble# using nu#ber sentences.c. Btili=e gra)hs or charts using data and details in the )roble#.

Initial 0resentation The lesson will begin with an exa#)le )roble#. The )roble# will

be read& ey clues identified& and nu#ber sentence created. ;iscussion will begin about

how there are other ways to illustrate the )roble# and chec to be sure your nu#bersentence is correct. To do this& students will view a variety of strategies by viewing a

0owtoon eb 2.' screencast about using illustrations& ten fra#es& and charts to organi=e

infor#ation in the )roble#. This allows further tools the students can use as word )roble# detectives.

B;: The lesson will )rovide si#)lified vocabulary hints& )ictures to su))ort wordrecognition or context& recognition (!+T& inc. ($999"2''@. !lso general a))licationhints& )roble# s)ecific hints& co#)utation and fact retrieval hints will also be )rovided. (,ose& ;. 7. < -eyer& !. (2''2. Teaching every student in the digital age Universal

design for learning.This will be tailored by need of each student as contained in B;: )hiloso)hy.

/enerative +trategy +tudents will be given $' word )roble#s in a variety of ty)es.

They will be ased to first #ar u) the )roble# and create a nu#ber sentence. Fext they

will be ased to create two ten fra#es and illustrate the )roble#. The final ste) will be

for the student to illustrate the word )roble#& de#onstrating if they are taing away or )utting together their grou) of ite#s.


28/32

Key Assessment Part ,II: 7esign of Instruction

Lesson

Instructional

trategies

Goals Ob'ecti%es 47L Assessments

Lesson 1:

Cocus is on

how to read

word

)roble#s& then breaing the

)roble# down

by identifyingand labeling

ey details

(such asnu#bers& ey

words& and the

final uestion.

• ;efine ste)s on

how to read a word

)roble#.

• Identify ey details

in the sentence

needed to solve the

)roble#.

• :abel ey

details once

identified and read

in the word

)roble#.

Ob'ecti%e 1:

;efine and state

)rocedures for

reading word

)roble#s

1a. ;efine ste)s

on how to read a

word )roble#.

1b. Identify ey

details in the

sentence needed

to solve the

)roble#.

1c. :abel ey

details onceidentified read in

the word )roble#.


si#)lified

vocabulary

hints& )icturesto su))ort word

recognition or

context&recognition

(!+T& inc.

($999"2''@.This will be

tailored by


contained in

B;:

)hiloso)hy.

$. Key 8ord 9ui+tudents will be given

a #ix of words and

ased to sort the

words on a t"chartonline based on

whether they are

addition words or subtraction words.

2. 8ord Problem7etail Assessment


three word )roble#sand ased to highlight

ey details (nu#bers&

ey words& and the

final uestionin each )roble# and underline

the uestion being

ased.

Lesson -:Ty)es of word )roble#s are

identified

using eyword

strategies.0roble# ty)es

are then

ex)lored usingexa#)les of

addition and

subtraction inall three for#s

()utting

together or taing a)art&

co#)aring&

and unnowns

in all

•

lassifythe ty)es ofaddition

)roble#s

(adding to&

)uttingtogether&

co#)aring

and unnownsin all

)ositions

(#issingaddends or

su#s

• lassify ty)es of

subtraction )roble#s

(taing a)art&

co#)aring and

Ob'ecti%e -:

Identify addition

and subtraction

word )roble#s

(within 2'

-a. lassify the

ty)es of addition

)roble#s (adding

to& )utting

together&co#)aring and

unnowns in all

)ositions (#issing

addends or su#s

-b. lassify ty)es

of subtraction

The lesson will )rovidesi#)lified

vocabulary

hints& )ictures

to su))ort wordrecognition or

context&

recognition(!+T& inc.

($999"2''@.

!lso generala))lication

hints& )roble#

s)ecific hints&co#)utation

and fact

retrieval hints

will also be

$. 8ord Problem#y)e In%estigation+tudents will be given

a #ix of word

)roble#s and #ust

identify if they areaddition or

subtraction. They

then #ust identify if they are )utting

together& taing a)art&

and if they are #issinga su# or difference& or

#issing

addendAsubtrahend.


29/32

)ositions. unnowns in all

)ositions (#issing

subtrahends or

difference

•;efine s)ecific

context clues

used in word

)roble#s to

accurately

identify if the

)roble# reuires

addition or

subtraction.

)roble#s (taing

a)art& co#)aring

and unnowns in

all )ositions

(#issingsubtrahends or

difference

-c. ;efine

s)ecific context

clues used in

word )roble#s to

accurately

identify if the

)roble# reuiresaddition or

subtraction

)rovided. (,ose& ;. 7. <-eyer& !.

(2''2.

Teaching every

student in thedigital age

Universaldesign for

learning.

This will be

tailored byneed of each

student as

contained inB;:

)hiloso)hy.

Lesson :

0resentation of

a variety of strategies to

solve word

)roble#s areidentified such

as utili=ing

drawings&nu#ber

sentences& and

gra)hs or

chartsre)resenting

data in the

)roble#.

• Btili=e

drawings to

re)resent

addition and

subtractionword )roble#.

• Illustrate the

word )roble#

using nu#ber

sentences.

• Btili=e gra)hs

or charts using

data and details in

the )roble#.

Ob'ecti%e :

0rovide clear

ex)lanations

using a variety of

#ethods to

ex)lain thining

a. Btili=e

drawings to

re)resent addition

and subtraction

word )roble#.

b. Illustrate the

word )roble#

using nu#bersentences.c. Btili=e gra)hs

or charts usingdata and details inthe )roble#.

The lesson will

)rovide

si#)lifiedvocabulary

hints& )ictures

to su))ort wordrecognition or

context&

recognition(!+T& inc.

($999"2''@.

!lso general

a))licationhints& )roble#

s)ecific hints&

co#)utationand fact

retrieval hints

will also be )rovided. (,ose& ;. 7. <

-eyer& !.

(2''2.Teaching every

student in the

digital age

$. 8ord ProblemIn%estigation

+tudents will be givena test where they are

shown @ word

)roble#s. They #ustlabel ey )arts in the

)roble#& identify

)roble# ty)e& andshow their thining by

solving using )ictures&

gra)hs or charts& and a

nu#ber sentences to.They #ust show at

least two ways to

solve the )roble#.


30/32

Universal

design forlearning.

This will be

tailored by


contained inB;:

)hiloso)hy.

Key Assessment Part ,III


31/32

!t the end of the online course& I will conduct learner evaluation using a

custo#i=ed survey of #ulti)le choice uestions. The uestions and choices will also be

read aloud for those students that are not yet fluent or ex)ert readers. I also )lan to asthe +-5 to co#)lete the online #odule as well and fill out a brief survey to )rovide

feedbac concerning the course itself. The +-5 that I a# using is #y first grade chair

who has been teaching at /adsden for $' years now. +he has extensive ex)erience withthe first grade and /eorgia o##on ore urriculu#.

ur%ey for Learner:

$. !fter finishing the online course on word )roble#s& do you thin you understand

how to solve word )roble#sE

a. yes b. so#ewhat c. no

2. ;id you find this online course to be easy to understand and follow along withE


3. 7ow confident are you after taing this course on being able to identify ey

infor#ation in word )roble#sE a. yes b. so#ewhat c. no

4. ;id the online course hel) you better understand ways of identifying whether toadd or subtract to solve the )roble#E


@. ;o you have a better understanding of how to identify and solve the ty)es of word )roble#s such as #issing addendsAsubtrahends& co#)aring& taing away& and

)utting togetherE


6. ;o you have a better understanding of how to use different ways to show the

infor#ation in the )roble#E a. yes b. so#ewhat c. no

. Bsing all these strategies learned in this course& are you now confident you can

solve word )roble#s if one was given to youE a. yes b. so#ewhat c. no

. hat was your favorite thing about this online courseE

9. hat was the hardest thing about this online courseE

$'. Is there anything in the course that you would changeE

ur%ey for ME


32/32

$. !fter co#)letion of the online course on word )roble#s& do you thin all content

was )resent and given to the learner in a seuence that was a))ro)riateE If no&

)lease ex)lain.2. ;id the obectives set out in the online course confor# to /eorgia o##on ore

+tandards& covering all infor#ation needed to be )resented set forth by /eorgiaE

3. ere )rinci)les of B;: a))arent in the content of the courseE If no& which areasE4. ere the assess#ents in the #odule relative to each lesson that was taughtE

@. +hould anything be added or taen away fro# the online courseE

6. hat are your suggestions to #ae this online course better for the learners or forthe teacherE

!fter the students have taen their surveys& I will loo at the surveys using ualitative

analysis for each uestion. !lso& I will tae a loo at what the +-5 stated in her survey.The results fro# the ualitative analysis and feedbac fro# the +-5 will drive any

corrections& a#end#ents& or aug#entations necessary for a #ore effective online course.

Documents

FRIT 7231: Instructional Design Key Assessment