Graphing Calculator Kick-Start |
Instructional Design Report 3 |
Catherine Haight ESE 6939 |
Revised: Goals, Objectives, Task Analysis
The goals, objective and task analysis are the same as in report 2. I believe I have a pretty good understanding of what I am trying to accomplish for my students and that no further revision in needed. In terms of management of instruction I have made some changes to in grouping of students so that they can discuss and support their classmates in using the technology. I am planning on modeling the procedures, and then acting as facilitator for the groups as they work through the problems for each objective. This learning by doing activity I plan to have each week until we finish the kick start program.
Goals Statement:
The goal of this program is to bring all students to a minimal level of competency in using graphing calculators. This will facilitate teaching using the technology for problem solving throughout the year. All students will be able to operate their graphing calculator for mathematical functions and be able to demonstrate the nine processes listed here.
1. Students will be able to adjust the basic settings on their calculator and know which are appropriate to change when using.
2. Students will be able to perform all Home screen operations for evaluating mathematical expressions
3. Students will demonstrate using the MATH menu for operations that are not on the keyboard.
4. Students will use the Graphing Menus and know how appropriately graph several types of functions.
5. Students will use the Matrix menu and perform operations with matrices on the Home screen.
6. Students will perform operations in DMS with Angle menu.
7. Students will use the STAT menu to find and graph several regressions for data
8. Students will demonstrate use the PGM menus to write, exec and transfer programs
9. Students will access and use several useful applications in the APPS menu and be able to associate them with school or real life uses.
Report 1,2 & 3:
One-to-One Formative Evaluation Plan:
The plan for my developmental evaluation at this stage is to try-out teaching the Matrix objective on a current student in Algebra 2. We have not reached this unit yet in class so the learner would have no reason to know this material previously. The student is a typical high school teenager that carries a B/C average in the course. I will go through my matrix instruction with the student, provide a graphic organizer for the calculator steps to enter, add, subtract, multiply, inverses, and solve matrix equations. The materials that will be used include the Ti-View program, the Smartboard, Ti-84 graphing Calculator, and Graphic Organizer Blank for the student to fill in. I will also post a review video of the steps involved on the students Moodle website and ask them to watch it on their own. I will then present these types of problems and determine if the student can accomplish the task on their own with the aid of the graphic organizer the following day and interview the student about any difficulties they may be having with the learning. At this stage of development, I feel since I am both the designer and the SME it will be easy to make changes based on the feedback from the student.
Results:
The student was able to enter the matrices provided with no errors or problems. They thought that this was a very simple task to accomplish. Once the matrices were stored in the calculator the student was able to solve all the matrix problems with no assistance from myself and only minor assistance from the graphic organizer we had created for the steps. They felt that the video review allowed them to walk through the problems at their own pace because they could pause it and catch up without getting lost. When asked what changes or improvements need to be made to this instruction the student felt that it was a lot of information for one day and that it would be more difficult to learn in a class setting where there are more students to teach. I completely agree with the student on the amount of material and classroom setting issues and feel that grouping students together in the class may alleviate some of the problems by placing them in pairs to do these tasks. They can have one person filling in the organizer and the other working the calculator and switch to repeat this process for each task. This will allow them to support each other and discuss anything that may go wrong.
Materials & Assessments for Small-Group Evaluation
Students will use the following graphic organizers that will become a required part of their notebook for the Algebra 2 course. Each task organizer will be organized by objective and be presented in flowchart form. The Matrix objectives will have the following organizers: storing matrices, add/subtracting matrices, determinate and inverse matrices and matrix equations. The organizer will also contain sample problems and screen shots of the calculator. The Assessment would include the Pre-Post Test I included in report 2 as well as observations and frequent verbal comprehension checks during instruction of students.
The following Links are to the Instructional Packets for the Unit on Matrices. Please view the video and the documents attached on screencast.com. The pre and post instruction assessments follow the screenshots.
Assessments:
Survey:
On a scale of 1-10 Rate the Following Statements:
· How capable are you at using your calculator for matrices now that we have gone through this unit?
· How do you feel about using the technology for your math course?
· Do you believe you will be able to use the content of this unit when it comes time in the class?
· Do you think the calculator graphic organizers were helpful?
· Do you think the review videos were useful?
Characteristics & Instruments of Small Group Evaluation:
The small group evaluation learners were six average capability Algebra 2 students from my target audience. I worked with them using the instructional instruments above to determine if more support was needed and if students were able to perform the tasks using their calculator. I also interviewed the pairs of students working together to determine if they felt the additional instruction on the calculator was beneficial to them and if they felt more comfortable using the device than prior to instruction. Using a simple 1-10 rating for the attitudinal survey gave me an idea if they instruction was effective from the students point of view. The procedure for evaluation was very informal due the overlapping roles I am playing as designer, instructor and subject area expert. I pulled some students that were staying after school for tutoring/sports study hall to assist in looking at my design. I spent time explaining the purpose, gave them the short pre-test, then instructing the group using my Smartboard, the Ti-View software to model the procedures. They were put into pairs to work through the graphic organizer and problems with me. Once, instruction was completed I asked them to review the videos online at home and then took a second meeting to post-test and interview the pairs of students.
Summary & Discussion of Small Group Evaluation
The students really had very little Idea of the Matrix menu or concepts on the pretest but after instruction the small group of students were all able to perform on the post test. These are very simple skills once the students know where to access the menu so it really isn’t surprising that they all got them correct. I am more interested in the confidence boost it gave the students post instruction with the calculator. They felt that they could operate it better and that they would be able to solve problems when the material was addressed in the course. The survey and interview did suggest that the students didn’t really feel that the review videos were necessary but I feel that they are still a good resource when the unit is not so fresh I their minds.
Pretest Results Post-test Results Survey Results
Q1: 3/6 Q1: 6/6 Q1: 9.3
Q2: 2/6 Q2: 6/6 Q2: 7.8
Q3: 2/6 Q3: 6/6 Q3: 8.3
Q4: 0/6 Q4: 6/6 Q4: 7.3
Q5: 0/6 Q5: 6/6 Q5: 6.7
Q6: 0/6 Q6: 6/6
Q7: 6/6
Revisions
I feel as though the process is going well for this unit and that I am getting the desired affect from this module of the program. The revisions I may make will concern time management and finding ways to instruct larger groups of students in a traditional classroom. Small group instruction is much easier manage than 30 students. So I may recruit some students to learn the unit before the others and then place them strategically within the classroom to assist others who are struggling with the technology. I hope this will alleviate some of the frustrations students feel when they can’t get my attention immediately. The assessment will continue throughout the year as we approach the different topics in the Math course that pertain to the calculator kick-start program.
References
Morrison,G., Ross,S., Kalman, H., & Kemp,J. (2011) Designing Effective Instruction, 6th Ed. John Wiley & Sons, Inc.
Bass, L., Bellman, A., & Johnson, A. (2010) Teaching with TI Technology, Pearson, Boston, MA.
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