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Instructional design project was created for a third grade math class. The goal for the instructional design is for students to be able to apply their knowledge of money, place value blocks, and regrouping. The needs-analysis model that was implemented for this project was Smith and Ragan's (1999) Discrepancy-Based needs assessment model.
Instructional design project was created for a third grade math class. The goal for the instructional design is for students to be able to apply their knowledge of money, place value blocks, and regrouping. The needs-analysis model that was implemented for this project was Smith and Ragan's (1999) Discrepancy-Based needs assessment model.
Instructional design project was created for a third grade math class. The goal for the instructional design is for students to be able to apply their knowledge of money, place value blocks, and regrouping. The needs-analysis model that was implemented for this project was Smith and Ragan's (1999) Discrepancy-Based needs assessment model.
The project was created during summer 2013 of my graduate program. The ISTC 667 (Instructional Design and Development) course served as an overview and application of the instructional systems approach for problem solving and the design of instruction; emphasizing media selection, needs assessment, prototyping implementation, and evaluation of instructional systems.
I developed this lesson independently as a part of my third grade math curriculum. This two-day lesson was designed to identify misconceptions that students have with regrouping, while providing a concrete foundation through manipulatives and connecting the new learning to real-world examples. The goal for the instructional design is for students to be able to apply their knowledge of money, place value blocks, and regrouping in order to solve word problems with two-digit subtraction using a standard algorithm.
Content & Description
The instructional design project was created to meet the needs of a third grade math class. The math class is a low-ability grouped class with a variety of students who have Individualized Education Programs (IEP).
This lesson took place in a general education classroom. Instructional materials that were used during the design process were money and place value manipulatives. Dry erase boards and markers were used for students to practice a standard algorithm of subtracting with regrouping, while allowing for every student to respond to the questions. A laptop computer, a document camera, and an LCD projector were used to project the teachers demonstration of regrouping using place value manipulatives (Math Playground, 2010). The medium was also used to display a video using place value manipulatives to model regrouping. The designer created and showed a PowerPoint presentation using this media to project subtraction word problem for the visual learners. Each student received an explanation page of regrouping in order to refer back to for homework and future purposes, along with graphing paper to set up their place value charts correctly, and the students final evaluation.
Justification & Reflection The needs-analysis model that was implemented for this instructional design project was Smith and Ragans (1999) Discrepancy-Based Needs Assessment Model (as cited in Brown & Green, 2011). The Discrepancy-Based Needs Assessment was the most appropriate model for determining my students gaps in prior knowledge as well as assessing the knowledge needed to achieve the chosen instructional goal. There were five phases in The Discrepancy-Based Needs Assessment model, the first consisting of listing the goals of the instructional system (Smith & Ragan, 2004, as cited in Brown & Green, 2011). After determining the instructional goal and completing the front-end analyses, I used Merrills (2002) Pebble-in-the-Pond model. This model is a task-centered instruction that gradually increases the complexity of the skill through five problem-based tasks (see Appendix A for a visual representation). TSAD in conjunction with Merrill's PITP approach and your organizer. Tell Show Ask Do (TSAD) is the sequence that Merrill advocates for achieving the kind of real- world relevance you described. In TSAD, the whole-task (the instructional goal) is demonstrated to the learners first; and then each individual task, with individual topics, is addressed through a combination of Tell, Show, Ask, Do. Solving each of the problems in the progression requires the learners to have acquired the intended knowledge and skill essential for the instructional goals (Merrill, 2002).