Julie Bakker JNT2 - Task for JNT2: Instructional Design Analysis PDF

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Task for JNT2: Instructional Design Analysis...

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JNT2 – Task 1 Needs Analysis Julie Bakker Student ID: 001539601 Program Mentor: Nicole Gordon-Trivedi Assessment Code: JNT2 December 12, 2020

Discussion of Instructional Problem Contributing Factors to the Instructional Problem Comparison of Conditions

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Data Collection Process Discussion of Data Collection Instruments Used Discussion of Sources of Data Data Gathered from Other Sources

4-5 4 5 5

Process of Data Analysis Data Analysis Techniques Used Results of Analysis

5 5 5

Table #1: Survey of Colleagues

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Table #2: Student Data from ExtraMath.org

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Table #3: Observation of Daily Work Deficiencies

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Needs Analysis Evaluation and Need for Instruction

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Instructional Goal Statement

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JNT2 – Task 1 Needs Analysis Discussion of Instructional Problem A significant number of fifth graders struggle with knowing math facts accurately and efficiently, which is prerequisite to knowing and understanding how to complete their daily math assignments. When presented with their math assignments, they get several problems incorrect due to mistakes in basic addition, subtraction, multiplication and/or division problems. Contributing Factors to the Instructional Problem There are several contributing factors to this instructional problem. First, I have observed student attitudes toward learning math facts that is not conducive to retention. Students do not believe that learning this skill is valuable, and they doubt their ability to learn and retain the information and do well on performance tasks. Students do not understand or even care that knowing math facts will help them succeed in math and perform everyday life skills in the future. Second, practicing math facts can be boring, and there is little motivation because of that. There is a reason why it is said that “drill and kill” is not effective. Third, the instruction of math facts must be meaningful and connect with what they are currently learning in school. It should not be taught and viewed as an add on. Intentional time needs to be spent on this skill for every student to receive instruction. Finally, the Covid-19 pandemic caused our school to shut down and stay shut down the entire last two and a half months of the 2019-2020 school year. Students lost valuable practice and instruction time with their 4th grade teacher. Comparison of Conditions Math facts must be retaught every year, and that should not be the case. Students also lack the number sense entering into fifth grade that is necessary to jump into the curriculum.

Current Conditions There is a lack of meaningful instruction in prior years of math facts, number sense and mental math that relates to expected performance. The current class of 5th graders began the school year with 75% of the students not fluent or efficient at 80% or above in multiplication, division, addition and subtraction math facts. They were unable to compute basic mental math and had no number sense. Desired Condition For the desired state, students should have automaticity of their math facts, 1-12 for addition, subtraction, multiplication and division. Mental math should also come quickly and accurately in order to benefit student learning. It would be beneficial if 90% of the students were at 90% accuracy or above for addition, subtraction, multiplication and division math facts. The same percentage should be able to pass a 60 second timed test of each operation with 100% accuracy in the time allotted.

Data Collection Process Discussion of Data Collection Instruments Used To begin with, I surveyed the school’s resource teacher and the teachers in 2nd-8th grade, asking about the value of math facts knowledge and their strategies for teaching and practicing math facts and number sense. I also used data from Xtramth.org, a math facts fluency website. Student work was evaluated and recorded to show a deficiency in math fact proficiency. NWEA Maps tests were also analyzed.

Discussion of Sources of Data The fifth-grade students in my class at Hanford Christian School, a private, rural elementary and junior high school, are the sources of my data, along with my colleagues in grades 2nd -8th grade. Data Gathered Through Other Sources There was no data from other sources, other than observation of students’ low performance and struggles. Process of Data Analysis Data Analysis Techniques Used Information from the teacher survey was gathered and synthesized in Table 1 below. Students were set up and given an account on Xtramath.org at the beginning of the school year. As the school year progressed, student progress, or lack thereof, was noted and recorded. See Table 2. below. Observations were made of student work that required math fact fluency (see Table 3). Results of Analysis A significant number of students in the fifth grade were not passing the tests on XtraMath.org and meeting the benchmarks to show appropriate mastery of math facts. Their daily work in math was suffering because of mistakes made on problems that required a proficiency in math facts.

Table #1: Teacher Survey Questions

2nd Grade

3rd Grade

4th Grade

Middle School

Resource Teacher

How important do you think it is for students to know their math facts, especially in the upper grades? 1 is not important to 5 which is very important

5

5

5

5

5

In your opinion, does a student's performance on their math assignments depend on their knowledge of math facts?

yes

yes

yes

yes

yes

What is the purpose of memorizing math facts?

They need to be able to do mental math in a timely manner.

It is the foundation of higher concepts.

Memorizing math facts allows students to quickly finish their work and get it correct.

Knowing the facts readily helps the student concentrate on higher level thinking skills. It is difficult to solve more complex problems if the student is spending time and mental energy on a fact they should readily grasp.

Students who know their facts have a better understanding of numbers. They can estimate and understand if their answers make sense.

How much time per day on average do you spend teaching (NOT practicing) math facts?

15 min or less

15 min or less

15 min or less

15 min or less

15 min or less

How much time per day on average do you spend practicing math facts?

30 min or less

15 min or less

15 min or less

15 min or less

15 min or less

Is it more important for students to know math concepts or memorize math facts?

Concepts

Concepts

Concept

Concepts

Concepts

Explanation of question above.

Knowing math facts will only take them so far. If they don't understand math concepts, they are very limited.

Knowing isolated facts without understanding how to use them is useless

If a student doesn’t understand how numbers relate to each other, they will not retain the facts they memorize.

Since I teach upper level math, my focus shifts to math concepts. In the earlier grades I believe learning math facts is more important. If the ground work is solidly set, it is so much easier for students to grasp and solve more involved math problems.

In reality, students can use calculators or charts to get the answers to basic facts, but they have to understand the concepts to determine which operation to use.

How closely does number sense relate to math facts knowledge? 1 Not very closely to 5 - Very closely

3

5

5

2

4

In your opinion, why do you think some students do not know their math facts?

Because they are not good at memorization, or they do not spend enough time learning the facts.

They do not have a strong number sense.

They do not practice at home. The practice is not meaningful.

Yes, that is my experience as I teach 6,7 math.

Some students in the older grades were not required to memorize them in the younger grades. Some students do not respond well to timed tests and develop a “fear” of the facts and cannot get past that fear. Some students don’t understand how addition and subtraction, or multiplication and division are related.

How do you TEACH math facts in your classroom? Classroom teaching Math facts drills with worksheets, monitoring progress Online programs (such as Xtramath.org) Math Games At home practice encouraged

Classroom teaching

Classroom teaching

Classroom teaching

Math facts drills with worksheets, monitoring progress

Math facts drills with worksheets, monitoring progress

Math facts drills with worksheets, monitoring progress

Online programs (such as Xtramath.org)

Online programs (such as Xtramath.org)

Online programs (such as Xtramath.org)

Math Games

Math Games

Math Games

At home practice encouraged

At home practice encouraged

At home practice encouraged

Math facts drills with worksheets, monitoring progress Online programs (such as Xtramath.org) Math Games

Classroom teaching Math facts drills with worksheets, monitoring progress Online programs (such as Xtramath.org) Math Games At home practice encouraged

Table 2: Student Data from Xtramath.org Student Student #1 Student #2 Student #3

Average Fluency %

72% 56% 76% 61%

Student #4

72% Student #5

Student #6

Student #7

51%

72%

Table 3: Observations of Student Daily Work deficiencies (due to lack of math facts competencies). Average over a period of 4 weeks. Student Student #1 Student #2

Scores % 85% 75%

Student #3

79%

Student #4

73%

Student #5

81%

Student #6

70%

85% Student #7

Needs Analysis Evaluation and Need for Instruction The survey conducted with the staff strongly indicated that math facts fluency and teaching number sense is extremely important within the math curriculum. In addition, in a follow up conversation with my colleagues, they indicated a uniform method of instruction would be beneficial. Test scores from XtraMath.org of a sample of students from the 5th grade show that students are below a proficient level for their age group in math facts proficiency. Observation of student progress and accomplishment also shows that students are understanding the concepts within the curriculum but are making careless mistakes due to lack of math facts competence. Instructional Goal Statement The learning group consists of students attending a small, private elementary and junior high school in a rural setting. Following a significant period of instruction and practice using at school direct instruction, drills, games, and online programs, along with at home practice, the learners will be able to memorize and retain knowledge of addition, subtraction, multiplication and division math facts. Learners will understand how each operation relates to the other, therefore encouraging deeper knowledge of each operation and a strong number sense....