Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Sara Provost

Submitted June 26, 2015

PROJECT PROPOSAL
Project Title
Place Value Instruction

Sponsoring Organization
Trillium Creek Primary School, West Linn / Wilsonville School District
How do we create learning communities for the greatest thinkers and most
thoughtful people... for the world? This question is at the forefront of the
mission of the West Linn / Wilsonville School District. The district envisions a
school learning community which demonstrates personal and academic
excellence, provides a personalized education to improve student
performance, establishes community partnerships and expands the
classroom beyond the school, creates a circle of support for each student,
educates the whole person (intellectually, emotionally, physically, and
ethically), and integrates technology into daily learning.

Project Description
Student understanding of place value is a foundational mathematical skill. In
primary grades, students must develop a solid understanding of place value
in order to be successful in making sense of our number system, adding and
subtracting multi-digit numbers, counting, understanding money, and
numerous other math skills. To meet Common Core State Standards,
students must be able to utilize their understanding of place value to solve
math problems involving multi-digit numbers. Without a solid understanding,
students experience difficulty with computing accurately and using mental
math strategies. If this foundational skill of place value is not developed,
math becomes more procedural rather than conceptual. The performance
gap that is present with students having a solid understanding of place value
demonstrates the need to put into place an intervention. This intervention
will include training for teachers in learning the prerequisite skills necessary
for students to develop a solid understanding of place value, as well as
helping teachers develop strategies for teaching place value and assessing
place value knowledge.

Aim
Increase teachers knowledge and understanding of place value concepts, as
well as improve instructional and assessment practices related to place
value.

Target Audience
The primary audience will consist of both male and female teachers of
students in kindergarten through fifth grade. Teachers have a wide range of
experience in the classroom. For some teachers, this is their first year
teaching and for others they have over 30 years of experience in the
classroom. All teachers consistently participate in district wide professional
development.
Other audiences may include school specialists, such as our school
administrator, school counselor, and instructional coordinator.

Delivery Options
Due to the lack of time available, the majority of the instruction will take
place on-line. One introductory face-to-face session between the instructor
and audience will take place at the start of the training.

FRONT-END ANALYSIS: INSTRUCTIONAL NEED

Instructional Need
Place value is a foundational mathematical skill that necessitates that all
students develop a solid understanding. By developing a solid
understanding of place value, students are able to develop math skills
conceptually rather than procedurally. Based on the survey I conducted, only
47% of the teachers indicated that between 75% and 99% of their students
have a strong understanding of place value. The remaining teachers
indicated that less than 50% of their students have a solid understanding of
place value. No teachers indicated that 100% of their students have a solid
understanding of place value. With this large gap in performance by
students in their understanding of place value, it is essential to equip
teachers with the necessary knowledge, skills, and strategies to effectively
teach students to master this math concept. Essentially, teachers strive to
have 100% of students develop this solid understanding.
The needs assessment survey that was conducted also indicated that the
majority of teachers felt moderately knowledgeable in regards to
identifying prerequisite skills for place value, providing instruction to
students struggling with the concept of place value, providing whole group
instruction about place value, extending students understanding of place
value, and assessing student knowledge of place value. Teachers are in
need of further education in these areas in order to gain the knowledge and
skills necessary to teach students and help them to make learning gains.
The majority of teachers who participated in the survey also indicated that
they would find value in additional training in strategies for teaching place
value, prerequisite skills for place value (such as unitizing, subitizing,
cardinality, and the composition and decomposition of numbers), conducting
place value assessments, and identifying student misconceptions of place
value. Without knowledge of these prerequisite skills, as well as a means for
assessing and teaching these skills, teachers will continue to have difficulty
meeting the learning needs of students.
Lack of knowledge about assessing place value also impacts a teachers
ability to instruct students as they are unaware of the learning gains made
by students. Only 60% of respondents indicated that they have conducted a
formal place value assessment. Some teachers were unsure of whether they
have or not. This low percentage demonstrates the need for teachers to
receive more training in this area.
Overall, based on the results of this survey, the school and administration
recognize the importance of providing and participating in professional

development to achieve growth in teachers in order to contribute to the

mathematical learning of the students served at the school.

FRONT-END ANALYSIS: LEARNER CHARACTERISTICS

Learner Analysis
Primary Audience (training will be mandatory for these instructors):
Primary level classroom teachers: grades K-2
Intermediate level classroom teachers: grades 3-5
Instructional coordinator
Learning specialist
Secondary Audience (training will be voluntary for these
instructors):
School counselor
Music and wellness teachers
Principal
Instructional assistants
General Learner Characteristics
Age: 22-64
Work Experience: 1-15+ years
Gender: 86% female, 14% male (primary audience: 87% female,
13% male)
Language: 93% speak English as a first language, 7% speak another
language as their first language and are fluent in English
Entry Characteristics
Prerequisite skills and knowledge:
Most teachers are somewhat familiar with the terms, subitizing,
unitizing, cardinality, decompose, and compose, but they
may not be able define them or know strategies for teaching these
skills.
All teachers know the meaning of place value.
All teachers have access to and are able to utilize the internet.
All teachers are familiar with how to use computers to engage in online trainings.
Attitudinal and motivational characteristics:
All teachers recognize the importance of students having a solid
understanding of place value.
All teachers have a positive attitude about learning strategies for
place value and methods for assessing place value.
Most teachers are motivated to engage in on-line trainings.
Prior experience:

All teachers have previous experience with place value and have
varying levels of familiarity with the prerequisite skills.
All teachers have completed on-line trainings in the past.

Contextual Analysis
Orienting Context
The learners goals include: learning prerequisite skills for place value
as well as strategies for teaching students these skills, identifying
student misconceptions of place value, and learning assessment
practices for place value.
Based on the needs assessment, learners are motivated to learn this
information and find the content to be useful and valuable.
Learners believe they are being held accountable to the instruction
provided based on the requirement to submit student scores on place
value assessments.
Potential misconceptions include: assuming place value is procedural,
younger students are not developmentally ready to learn place value,
and a students ability to name the ones, tens, and hundreds places in
a number means they have a solid understanding of place value.
Instructional Context
Schedule: The initial orientation to the training will take place on a
Professional Development Early Release day. The remainder of the
training will take place on-line.
Lighting: The training will take place in a classroom with south facing
windows so the trees from the wetlands can block the sun from
entering the room and interfering with the projector onto the screen
(the blinds do not block out enough sun light).
Noise: The training will take place in an upstairs classroom to avoid the
noise produced from students participating in after school clubs.
Temperature: The temperature is monitored electronically and the
computer system automatically adjusts. If need be, our building
engineer can override the computer and adjust the temperature as
needed.
Seating: Tables and chairs in the classroom are all mobile. The table
and chairs can be moved to accommodate small group work, partner
work, and enable all participants to see the presentation on the screen.
Accommodations: Restaurants, grocery stores, and entertainment are
within three miles of the location. On-site there are refrigerators and
microwaves for participants to use to store and reheat any food items.
Although not necessary for these participants, there are not any hotels

within a close proximity and would require driving approximately 10

minutes to the closest lodging.
Equipment: All necessary equipment is available free of charge
including laptop computers for all participants, a document camera,
speakers, projector, projector screen, wireless internet, math
manipulatives, and an Apple TV to wirelessly connect presenters
laptop.
Transportation: The classroom and the building are easily accessible.
All participants work in the building so they will not need transportation
provided for them. In case of an inability to use stairs, an elevator can
be used to access the second floor of the building.

Transfer Context
Place value is a mathematical skill that students at every grade level
utilize. As a result, all teachers will be able to transfer the knowledge
and skills they develop through this training directly to their students.
At the primary grades, teachers will be able to use the information
gained from this training on a daily basis in their classrooms with their
students. Teachers in the intermediate grades will also be able to use
the skills gained on a frequent basis, but many of their students have
already developed a solid understanding of place value. They can use
this information for students who struggle with the concept or to help
extend student learning.
Teachers that participate in this training will have ongoing support from
myself (since I am on the staff) as well as our instructional coordinator
who specializes in professional development for teachers. The on-line
training resources will be available for teachers to revisit as they need
it. Teachers will have access to all the tools and resources used in the
training to use in their own classrooms with students.

INSTRUCTIONAL IMPACT BASED UPON LEARNER

CHARACTERISTICS
Application of Learning Theories
First and foremost, the learning objectives and expectations for the learners
will be clearly defined at the start of the training. The first training session
will include an overview of the entire training experience to ensure the
learners that the content is relevant and practical for their classrooms.
One learning theory that will be applied in the training is a constructivist
approach, which will allow the learners to build on their current knowledge
and experiences. By reinforcing with the learners what they already know
about place value, the training can then build on their experiences and
knowledge to extend their learning. Both assimilation and accommodation
will allow the learners to process new learning with their schema. Hopefully
by reflecting on previous experiences, learners will be motivated to learn the
new material presented. They will also have opportunities to apply their new
learning in their classrooms by trying out various teaching strategies and
conducting assessments. Furthermore, the opportunities to try out their
learning in their classrooms can help to deter any skepticism about the
training that they may hold.
In addition, due to individuals all having various ways in which they best
learn, Howard Gardners multiple intelligences theory will be applied in the
training. The individualized instruction will allow students to work at their
own pace. Due to the learners being various ages and having varying
amounts of experience with teaching place value, a self-directed pace will
work best with this group of learners. Moreover, a variety of instructional
practices will be used to meet the needs of the learners multiple
intelligences (such as visual, auditory, kinesthetic, etc.) that will maintain the
attention of the learner and meet their individual needs. The learners will
have opportunities to work in small groups, partnerships, and individually.
This will benefit all learners who prefer different learning styles.
Lastly, as this course is focused on instructing adults, the Knowles
andragogy adult learning theory will be applied. As stated earlier, the needs
assessment showed that the content of the course is timely and relevant for
the participants. They will have the opportunity to apply what they learn in
relevant environments, namely their own classrooms with their own
students. It will allow learners to be self-directed, providing ample
opportunities for the participants to reflect on their learning and tailor
learning opportunities to fit the needs of their classrooms. Moreover, the
learners will be given clear expectations at the start of the course to ensure

there is a full understanding of the course objectives and the expectations

for meeting the course goals.

Application of Motivational Theories

The results of my needs assessment demonstrated that the majority of the
learners are motivated to gain more information that will help them to learn
more about place value skills, assessment, and strategies for teaching this
concept. Since the information is personally meaningful, learners will most
likely have a sense of intrinsic motivation to engage in the course and apply
the new information that they gain. Since the information is relevant to their
current job positions and the information will be applicable to their students,
learners will most likely foster a sense of intrinsic motivation. Learners will
also get continual feedback on their discussion posts, assignments, and
activities completed.
Extrinsic motivation will also be applied in that students will receive points
earned to go toward a cumulative total with each assignment completed,
although no letter grades will be given at the completion of the course.
Learners will receive a certification of completion at the end of the course.
This certificate can be uploaded as an artifact of learning and professional
development on the school districts website, which is in turn used as a part
of the annual teacher review process.

Impact of a Diverse Audience on Instruction

Since all students do not learn the same, it will be essential to use a variety
of learning strategies to best meet the diverse needs of the participants. All
learners gain information in different ways and it will be essential to provide
multiple formats for students to learn, including in small groups, in
partnerships, individually, on-line, in-person, and with a variety of materials
to use to aid in learning. The participants varying ages and amount of
experience with place value will necessitate that a variety of learning
strategies are used so their diverse learning needs are met.
Modifications can and will be made for participants who need alternatives to
the current training methods. Materials will be made available in Spanish if
needed. In addition, tutoring and additional assistance will be made
available to any learner needing additional support.

GOAL ANALYSIS
Goal Analysis
Step 1 - Write down the goals.
Original goals:
Increase teachers knowledge and understanding of place value concepts, as
well as improve instructional and assessment practices related to place
value.
Step 2 - Write down everything someone would have to say or do for
you to agree that the someone has achieved the goal.
Identify student misconceptions of place value.
Assess students understanding of place value by utilizing a formal place
value assessment tool like the 23s Task and can demonstrate this skill.
Identify the prerequisite mathematical skills a learner needs to understand
place value.
Define the terms unitizing, subitizing, cardinality, decompose, compose,
hierarchical inclusion, and place value.
Accurately assess a students understanding of cardinality and demonstrate
this skill.
Accurately assess a students understanding of subitizing and demonstrate
this skill.
Accurately assess a students understanding of unitizing and demonstrate
this skill.
Accurately assess a students understanding of composing and decomposing
numbers and demonstrate this skill.
Accurately assess a students understanding of hierarchical inclusion and
demonstrate this skill.
Accurately administer assessments for prerequisite skills for place value and
demonstrate this skill.
Demonstrate how to implement strategies for instructing students in each of
the prerequisite skills for place value.
Determine instructional strategies to use after conducting a formal place
value assessment.
Identify student misconceptions in student work and determine a strategy to
use to help correct this misconception.
Know and can demonstrate multiple strategies for teaching place value
concepts to students.
Step 3 - Sort the items listed in step 2.

10

Sorted items and grouped them into three categories: Place Value
Instructional Strategies and Assessment, Student Misconceptions of Place
Value, and Prerequisite Skills for Place Value.
Place Value Instructional Strategies and Assessment
Assess students understanding of place value by utilizing a formal
place value assessment tool like the 23s Task and can demonstrate
this skill.
Determine instructional strategies to use after conducting a formal
place value assessment.
Know and can demonstrate multiple strategies for teaching place value
concepts to students.
Measure of Success:
Teachers learn assessment techniques for place value, determine instruction
based on the assessment, and utilize a variety of instructional strategies to
teach place value concepts.
Combined place value instructional strategies and assessment:
Teachers demonstrate understanding of assessing place value using a formal
assessment tool, create instructional strategies based on the assessment,
and use a variety of strategies to teach place value concepts.
Student Misconceptions of Place Value
Identify student misconceptions of place value.
Identify student misconceptions in student work and determine a
strategy to use to help correct this misconception.
Measure of Success: Teachers understand misconceptions related to place
value understanding and develop strategies for remediating the
misconceptions of their students.
Combined student misconceptions items into one statement:
Teachers will be able to identify students misconceptions of place value and
determine instructional strategies to help correct the misconceptions.
Prerequisite Skills for Place Value
Identify the prerequisite mathematical skills a learner needs to
understand place value.
Define the terms unitizing, subitizing, cardinality, decompose,
compose, and hierarchical inclusion.
Accurately assess a students understanding of cardinality and
demonstrate this skill.
Accurately assess a students understanding of subitizing and
demonstrate this skill.
11

Accurately assess a students understanding of unitizing and

demonstrate this skill.
Accurately assess a students understanding of composing and
decomposing numbers and demonstrate this skill.
Accurately assess a students understanding of hierarchical inclusion
and demonstrate this skill.
Accurately administer assessments for prerequisite skills for place
value and demonstrate this skill.
Demonstrate how to implement strategies for instructing students in
each of the prerequisite skills for place value.

Measure of Success: Teachers gain knowledge of prerequisite skills, are able

to assess student knowledge of the prerequisite skills, and provide
instruction to students based on these prerequisite skills.
Combined prerequisite skills items into one statement:
Teachers are able to identify, define, and accurately assess the prerequisite
skills students need to understand place value, as well as demonstrate
strategies for instructing students in each of these prerequisite skills.
Step 4 - Write a complete sentence to describe each of the items on
your final list.

Teachers are able to identify, define, and accurately assess the

prerequisite skills students need to understand place value, as well as
demonstrate strategies for instructing students in each of these
prerequisite skills.
Teachers will show an understanding of assessing place value using a
formal assessment tool, create instructional strategies based on the
assessment, and use a variety of strategies to teach place value
concepts.
Teachers will be able to identify students misconceptions of place
value and determine instructional strategies to help correct the
misconceptions.

INSTRUCTIONAL OBJECTIVES
Project (Instructional) Goal
Teachers will identify and accurately assess students prerequisite skills for
place value as well as students misconceptions of place value, and
determine instructional strategies to correct the misconceptions and ensure
students develop a full understanding of place value. Teachers will
demonstrate understanding of formal place value assessments and use the
12

results of the assessments to determine instructional strategies to teach

place value concepts.

Terminal Objectives and Enabling Objectives

Teachers will apply their knowledge of prerequisite skills for place value
to accurately assess student knowledge and determine appropriate
instructional strategies to meet individual student needs. Cognitive
Domain
o Using your notes as a guide, define each of the five prerequisite
skills for place value with 100% accuracy. Cognitive Domain
o Using your notes as a guide, give one example of each of the five
prerequisite skills for place value with 100% accuracy.
Cognitive Domain
o Given examples of problems demonstrating five different
prerequisite skills for place value, distinguish between these
skills with 100% accuracy. Cognitive Domain
o Given example problems using five different prerequisite skills
for place value, illustrate one strategy of instruction for each
prerequisite skill with accuracy on 4 out of the 5 skills.
Cognitive Domain
o Given three examples of student work, evaluate the students
understanding of the perquisite skills with 90% accuracy.
Cognitive Domain

Teachers will evaluate student work to assess students misconceptions

of place value and determine instructional strategies to correct the
misconceptions.
o Given three examples of student work, identify the students
misconceptions of place value with 100% accuracy. Cognitive
Domain
o Based on three examples of student work, create instructional
strategies to correct the student misconceptions, enumerating at
least one strategy to use with each of the three examples.
Cognitive Domain

Teachers will assess student knowledge of place value using a formal

place value assessment tool and use the results of the assessments to
design instructional strategies to teach place value concepts.
Cognitive Domain
o Using the 23s Task, assess five students on their knowledge of
place value with 100% accuracy. Cognitive Domain
o Based on the results of the 23s Task for 5 students, generate
instructional strategies to meet students needs, enumerating at

13

least one strategy to use with each of the five students.

Cognitive Domain

REFERENCES
Adult Learners. (n.d.). Rochester Institute of Technology: Teaching and
Learning Services. Retrieved from
http://www.rit.edu/academicaffairs/tls/course-design/instructionaldesign/adult-learners
Carey, L., Carey, J.O., & Walter, D. (n.d.). The Systematic Design of
Instruction. Retrieved from
http://www.hastudio.us/5_CV/thesystematicdesignofinstruction.pdf
Guild, P.B. (n.d.). Diversity, Learning Style and Culture. Retrieved from
http://education.jhu.edu/PD/newhorizons/strategies/topics/Learning
%20Styles/diversity.html

14

Kirk, K. (n.d.) Student Motivations and Attitudes: The Role of the Affective
Domain in Geoscience Learning. Retrieved from
http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html
Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing Effective
Instruction (7th ed.). Hoboken, NJ: J. Wiley & Sons

15