JRT2-Task 1 WGU PDF

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JRT2 TASK 1: (Evaluation of Instructional Unit-Connecting Addition and Subtraction)

Task 1

JRT2

Alexandria Trandell April 18th, 2020

A Written Project Presented to the Faculty of the Teachers College of Western Governors University

JRT2 TASK 1: (Evaluation of Instructional Unit: Connecting Addition and Subtraction) 1

Evaluation Plan The instructional unit that I will be evaluating is connecting the operations of addition and subtraction to one another at Harwood Elementary School. I am currently a first grade teacher at Harwood Elementary so evaluating this instructional unit will be a great benefit to me. This unit is used to have the students connect the two operations of addition and subtraction to one another using a variety of strategies they have learned. The content is taught in a variety of ways whole class, small group, PowerPoints, YouTube videos, manipulatives, hands on activities, and worksheets. During the unit the students take Common Formative Assessments (CFA) to check in on their learning and their progress, these are formative assessments for the teacher to know the progress of their class. At the end of the unit, once all topics are covered and students have successfully mastered the skills the students are given a summative assessment to apply their strategies and skills learned. This unit is broken down into three task sections. Task 1: Solve an addition problem using any strategy. Objective 1: When given a group of five grade-level addition problems, students will be able to solve the addition problem using any strategy correctly on at least four out of five problems. Task 2: Solve a subtraction problem using any strategy. Objective 2: When given a group of five grade-level subtraction problems, students will be able to solve the addition problem using any strategy correctly on at least four out of five problems. Task 3: Solve an addition problem by using any of the learned strategies and use the addition problem to help solve the given subtraction problem. Objective 3: When given a group of grade-level addition problems, students will be able to solve the addition problem and use the answer to help sole the given subtraction problem using any strategy correctly on at least four out of five problems.

JRT2 TASK 1: (Evaluation of Instructional Unit: Connecting Addition and Subtraction) 2

Description of Audience The participants in this evaluation are twenty-four first grade students. Out of those twentyfour students ten are male and fourteen are female. Also, eighteen out of twenty-four of the students are ELL students. Eighteen of the student’s primary language is not English and is their second language. There are three students who are Bengali, fourteen students are Chaldean, and one student is Indian. The remaining students are White/Caucasian (three) and African American (two). One student does not speak any English and has only been in the country one month and another student has an IEP. Students in the class are a mix of males and females that ages range between six and seven. A majority of my student are low in reading and writing. This does affect their ability to do math if there is reading involved. Since a majority of my students are ELL, they often struggle with vocab and the English Language. When it comes to math, it is crucial to make sure that this group of students understands what the directions are and what is being asked of them in order to get the math problem correct. Often times with this group, they are able to perform the math task but get confused on the vocab and the English language in the problem. The students want to do well and have high motivation to succeed only being in first grade. A lot of the students are refugees from other countries, they are grateful to be here and for the education they are being provided. As a result of this students try to the best of their ability. Type and Purpose of Evaluation I will be conducting a formative evaluation on a “Connecting Addition and Subtraction” unit for a first grade class. This unit aligns with the Common Core Standards that are required to teach in first grade. Students in first grade spend most of the year learning about addition and subtraction as separate entities. It is important for students to master the skills of addition and subtraction separately before introducing the idea of connecting the two operations. The purpose of this

JRT2 TASK 1: (Evaluation of Instructional Unit: Connecting Addition and Subtraction) 3

evaluation is to revise the unit on “Connecting Addition and Subtraction” to make sure that it meets the intended performance objectives. Once it does, other classes in first grade are able to use this unit to teach this crucial concept in their classrooms. Evaluation Questions 1.

Did the instructional materials meet the performance objectives for the instructional

unit? 2.

What directions were not clear, especially for ELL students?

3.

What task in the unit was the most challenging for the students?

4.

What vocabulary/English language do you think needs to be taught prior or removed

from the lesson? 5.

What recommendations do you have for revisions to the instructional unit? Potential Interview

As a first grade teacher at Harwood Elementary school I would be conducting the interview. My first grade teaching partner at Harwood Elementary School would be the one responding and answering my interview questions. The purpose if this interview is to gather information from other first grade teacher about the current instructional unit and how it can be revised to successfully meet the performance objectives. Also, at Harwood Elementary we have learning targets that were developed through the ILC (Instructional Learning Cycle) processes to hit the Common Core Standards. By interviewing the teacher, I can also make sure that the unit is covering those learning targets along with the performance objectives stated in the unit. By conducting this interview, I hope to gain feedback that will help in the development of this unit.

JRT2 TASK 1: (Evaluation of Instructional Unit: Connecting Addition and Subtraction) 4

As stated above, the participants in this interview is one of the other first grade teachers at Harwood Elementary School. This teachers has been teaching first grade for seven years and a Master’s Degree in English Language Learners. Interview Questions 1. Was the vocabulary used in the instructional unit appropriate for first grade ELL students? If not, what vocabulary could be changed to meet the student’s level? 2. Were the directions clear for first grade ELL students? Why or why not? 3. Is there anything that should be added or taken out of the instructional unit? Why? 4. Did the instructional materials match the performance objectives, Common Core Standards, and ILC learning targets? If not, what can be changed? 5. Was the pacing correct and appropriate for the instructional unit? Why or why not? 6. Were the first grade students engaged throughout the various lessons within the instructional units? Why or why not? 7. What part(s) of the instructional unit did the first grade students enjoy? 8. What part(s) of the instructional unit did the first grade students struggle with? Type of Interview The type of interview that I chose to do is a semi-structured interview with open-ended questions. I chose to do open-ended questions because it is more beneficial to find out information from the other three first grade teachers. I want to know what can be done differently and what revisions can be made to make this instructional unit better. Asking close ended questions, getting a “yes/no” response would not give me the feedback that I need to revise the instructional unit. Open response questions allow me to get a more in depth response and ask follow up questions as needed.

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This is also why I chose to do a semi-structured interview type. I had the list of questions that I wanted to ask and wanted answers to but I also wanted to have the flexibility to ask follow-up questions in needed. This is why I did not chose unstructured or structured. In an unstructured interview, you have no questions you just go with whatever comes to mind. This would not have been beneficial to me as I wanted to know some exact information regarding the instructional unit. Also, I did not choose a structured interview because I wanted to be able to veer off to different questions if needed based on the responses from the first grade teachers. Potential Questionnaire/Survey The questionnaire that I would use for the instructional unit based on connecting addition and subtraction is included in the appendix. The purpose of the questionnaire is to gather direct and specific information related to the above instructional unit. The goal of the questionnaire is to gain information and insight on what improvements and revisions can be made to the instructional unit. This will also make sure that the instructional unit includes and meets the intended outcomes of the unit. By giving the questionnaire and receiving feedback, I hope to receive information to help me to revise the unit and make improvements so that they unit can be implemented grade wide in the future years to come. As a first grade teacher at Harwood, I would give the questionnaire to the other two first grade teachers on my team at Harwood Elementary to complete. These teachers are different than the teacher I conducted the interview on.

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Appendix Questionnaire Instructional Unit: Connecting Addition and Subtraction This questionnaire will help to evaluate and improve the instructional unit on connecting addition and subtraction in a first grade classroom. This will also help to make sure that the unit connects with the original performance objectives, Common Core Standards, and our ILC learning targets. Please be as honest as possible in your responses. 1. How can the instructional unit be improved to best fit the needs of all students in our first grade classes? Please explain. 2. How can we get students to be able to better connect addition and subtraction equations in a variety of problems? 3. Did the students have a difficult time with relating addition and subtraction on their CFA (common formative assessment)? If so, why do you think that is? 4. Was the unit and the guidelines easy to follow? Do you think a new teacher to our first grade team would be able to understand and execute the unit correctly? 5. Do you believe that the instructional unit needed to be longer/shorter? Any adjustments needed to be made for pacing? 6. Overall, does the unit fit in with our ILC process and our learning targets that we have created school wide? Thank you for taking your time to complete the questionnaire and for your thoughtful responses. Your responses will be examined to look for any flaws, improvements, or suggestions to be made to

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the unit. These will be a good discussion starter as we move forward in revision and editing this instructional unit. I look forward to working together as a team!...