This week we concentrated on Analysis within ADDIE. We read about ways to determine what the learners need to learn and why. Creating a “needs assessment” to figure out what the students already know, and what we need to teach them so we do not waste time, or start on a topic that is over their heads. Analysis also looks at the learning environment both physical and within each student. Each learners strengths and weaknesses. I would go so far as to what I know about the student and the environment the learner is in outside of school as well as during school.
Here is my discussion answer and response to others who wrote on my discussion topic.
Math project topic: Connecting graphs, tables and equations and how all 3 work together. This lesson will be either 2 or 3 one hour class sessions long.
- As a math teacher who regularly works with junior high and high school students who struggle understanding math concepts and mathematical reasoning, there is always a “need.” So when I was reading about the 3 different conditions on needing a “needs assessment” I was feeling like I almost fit in all three of the conditions. I work with the students who have the lowest test scores, have the most chance of dropping out, and have a really hard time focusing on a subject matter that he/she could careless about (condition A). Along with there being a problem, there is always something new that needs to be learned to meet the state requirements and to receive credit for passing a course regulated by level. Students are building on a crumbling foundation where basics and review has to take place along with the required material (condition B). I also think revamping a curriculum, or way of teaching is important and keeps students on their toes along with making the material more fresh and interesting for my students (condition C).
I plan to focus on the 3rd condition for my needs assessment. I want to make the connection between equation, tables, and graphs more interesting and hands on for my students. Hopefully through new material, the students will think it is interesting and will start seeing how often they see graphs, tables, and or equations outside the school walls.
The beginning of my project will be a survey type questionnaire to see what the students already know and understand regarding tables, graphs, and equations. Do they know the difference in these three formats? Can they link the equations to tables, tables to graphs, graphs to equations, and vise versa? Which format has the highest preference to the student? Do all 3 formats work? Or does one format work better in a setting than another one? What can be learned from each format?
- The learning environment will be within a regular school building, with access to one-to-one laptops and student help with class peers. We will also have access to the needed manipulatives, a gym or outside if needed for experiments, and the teacher will use more of a facilitator model rather than teach directly. The project will be group oriented while the assessments (beginning/end) will be individual.
- There are 4 major learner characteristics to keep in mind in ID: cognitive, physiological, affective and social. The types of learners that will be present during my project are students who struggle mathematically. Several of the students participate in a modified program to help them through their education. I plan to incorporate a mixture of different learning styles within the project to not only keep the learning interesting, but also to meet the needs of the characteristics of the learners. After the needs assessment, we will have a hands on experiment for the students to participate in. We will also use technology to learn from the data we found and then also use more of a pencil-paper approach that includes class discussion as well.
The group I will be working with are in the Algebra I level of math and in our school are sophomores. I definitely want to have hands-on manipulatives and will also use technology. I haven’t decided if I am just wanting to use technology for the graphing section, comparing graphs with rules and tables, or if we will have time to use some on-line manipulatives as well as hands-on. It will depend on my time frame. We will use a spreadsheet in order to keep track of hands-on experiments and can use the spreadsheet for graphing as well. Spreadsheets are great to compare different ways of writing equations, weather it is recursive, or y=. It’s great for students to see the differences between ways of writing the same information. At the same time, I need to be careful not to overload them and end up confusing them instead of helping them understand the connections between equations, tables and graphs.
I have not changed my mind on anything this week. If anything, I am more solidifying what I am thinking my project will look like.