EDT 512 Instructional Design (ID) Plan Template
1. The Problem. Creating interactive instructional multimedia clips to introduce Algebra topics to at-risk students.
2. The Need.
- The primary need is to make connections with students who don't typically enjoy math, or struggle with concept retention. The second need is present the material in a way that creates structured support that applies to many scenarios. In comparing what works for some, does not work for all, and the methods applied in this instructional series are intended to work for all students while allowing opportunities for higher paced students to make generalizations about the process and apply the techniques across multiple difficulty levels.
3. The Audience.
- The class is composed of 16 students in a 9-10th grade Academic Level Algebra I class. There are 5 girls and 11 boys in the class. Within this grouping are 5 sophomores that I have followed from a Pre-Algebra class last year. My overall goal with these students is to follow this entire class from Geometry to Algebra II for some continuity.
4. Objectives/Assessment.
- The students will demonstrate the ability to multiply binomials using two different methods.
Secondary Objectives
- The students will demonstrate the ability to multiply binomials independently choosing the method of their choice.
5. Content.
- Algebra I AC - Grades 9-10. The students will have to have some prior knowledge involving multiplication tables, but the lesson introduction is designed to provide graphic organization until the students can independently complete the task without the scaffold.
- The principles of factoring within this unit are based on the traditional F.O.I.L method for multiplying binomials as well as a matrix designed "box" method. With future units applying the reverse of this process, the box method may work, or apply when factoring trinomials is involved. Both methods will provide background information for future algorithms.
- While South Park was chosen as an appealing form for the students, special care was taken into consideration with respect with the design as to include major characters, but yet exclude them when instruction is present.
CT State Standards:
CT.9-12.2.C.2.a.(3) Develop and use a variety of strategies to estimate values of formulas, functions and roots; to recognize the limitations of estimation; and to judge the implications of the results.
CT.9-12.2.E.1.a.(3) Justify mathematical procedures and determine how they apply to invented operations using field properties (closure, associative, commutative, distributive, identity and inverse).
6. Instructional Strategies.
- Introduction of a new skill through technology that provides video modeling
- Secondary reinforcement via the internet to which students can access teacher websites for further reinforcement
7. Additional Materials.
- More could certainly be added to the program to include practice items for the students to check for accuracy. Factoring is also related to concepts within the flash program that could be added in a similar presentation format.
- Attaching student access logs (cookies) would provide information about student progress outside from the classroom
8. Program Use.
- The flash program is designed to be used both as an introduction to multiplication of binomials, and as a secondary support tool for relearning outside the normal classroom setting. Students will be able to access the flash file from home or other locations within the school (library, support center, etc.)
9. Summative Evaluation.
- The success of the program can be determined with a short assessment at the beginning of class. Students would be given 5-10 problems to check for accuracy. In addition to checking for accuracy, the teacher could determine which methods the students prefer, and quickly those students who are still struggling.
10. Appendix-Attach anything else that is relevant (story boards, brainstorm (inspiration) charts etc.).
