FRIT 7231 Instructional Design

Design Document

Michelle Smotzer

Dr. Hodges
Summer 2016
 Identification of Learning Problem

I am currently in my second year of teaching pre-kindergarten students (ages 4-5 year

olds) and one of the main learning problems I have seen with my students have been in math,

specifically with number recognition (standard: CD-MA1.4b). The problem has nothing to do

with counting by rote; it is is the fact that students have difficulties identifying numbers correctly

by their numeral name. This problem was identified by ongoing assessments, pretests, and post

tests. At my school we use Work Sampling Online for our ongoing assessments and Student

Learning Outcomes (SLOs) for our pre-assessments and post assessments. Nearly 40% of my

students struggle with this concept which is a preferred skill before entering kindergarten. I then

have to ask myself, “Why are students proficient in alphabet recognition but not numeral

recognition?” By identifying numeral recognition as the learning problem in my pre-k class, our

instructional goal at the end of pre-k is for students to be able to recognize all numerals 0-10.

Goal: Students will be able to recognize all numerals 0-10 by the end of their pre-k year.

Learner Analysis

General Characteristics

The general characteristics for my target learners are typically 50% male and 50% female

with ages ranging from 4 to 5 years old. In pre-k, Georgia allows 22 students per classroom

(regular education). Of those 22 students, usually 18% are Caucasian, 73% are African

American, and 9% are Hispanic, with more than 90% receiving free or reduced lunch. Since the

target learners are of such a young age they usually have little or no previous experience in an
educational setting. However, they are generally excited about starting school and are highly

motivated.

Cultural Information

From a cultural standpoint, we serve a very low percentage of Hispanics in each

classroom but are inclusive despite the language barrier. For these learners, pre-k serves as more

of an exposure experience which typically provides interactions with other children their age and

instruction in rules and routines. Although, these students cannot read yet, teachers still label all

classroom items in both English and Spanish, and provide an interpreter to help communicate

with parents to help with skills and assignments outside the classroom.

Disabilities

Since this is most students’ first experience in a school setting, we as teachers are the first

point of concern when dealing with disabilities. Unless the student has been identified with a

delay by their pediatrician, a student needing additional services could be possibly placed in a

regular education classroom unknowingly. If the student cannot fulfill the goals of their IEP the

child then can placed in a co-teaching classroom where the student’s needs will be served more

appropriately rather than in a regular education classroom.

Academic Information

Looking from an academic standpoint, students are tested within the first 5 weeks of

entering pre-k and receive scores of Not Yet (NY), In Progress (IP), and Proficient (P) depending

on how well they do on the pre-test. For the math standard (CD-MA1.4b), recognizes numerals

and uses counting as part of play and as a means for determining quantity, students recalling 0-4
numerals score a NY, students recalling 5-9 numerals score an IP, and students recalling 10+

numerals score a P. Looking at pre-testing data, nearly 68% of students received a NY, 18%

scored an IP, and 14% scored a P. By the end of Pre-Kindergarten a student’s personal goal is to

score a Proficient for the standard of recognizing numerals (CD-MA1.4b) because it is a

preferred skill before entering Kindergarten.

Task Analysis

The task analysis I will be performing for this assignment will be a Procedural Analysis. I

decided to use a procedural analysis because it analyzes the tasks and steps required in order to

achieve the goal. It breaks the process down to help simplify learning. Since my learning

problem identifies students having difficulties with numeral recognition, I will focus on some

key steps to help the learner achieve their goal. For this assignment, I will serve as my own

subject matter expert (SME). I am qualified to serve in this manner because I am a certified pre-k

teacher with three years teaching experience, who is familiar with the target learners and the

problems they have with the task.

Task Analysis Outline

1. Student will hear numerals spoken

2. Student will see numerals visually

3. Student will recognize and identify numerals by their name

 Task Diagram

Student will
Student will hear Student will see recognize and
numerals spoken numerals visually identify numerals
by their name

Instructional Objectives

Objective #1: The learner will see and hear numerals, then identify by dragging the black

rectangle to cover the correct spoken numeral. (Cognitive Domain)

Assessments

The assessments created for my instructional objectives were established to show

students ability when recognizing numerals 0-10, and are appropriate for the targeted learners

because they do not require them to be able to read. There are audio directions embedded for

every question in both assessments and 11 questions that ask students to cover up a specific

numeral using the black rectangle. There are two versions of this assessment. On the regular

assessment, students are shown a picture containing numerals 0-10, where as, on the

differentiation version, students are still required to cover the specific numeral but are shown a

picture containing fewer numbers (either 0-5 or 6-10). One will see both assessments below as

well as an answer key. There is also a rubric that will be used to grade students based on how

they perform on the assessment. Students will be scored a Not Yet for recognizing 0-3 numerals,

an In Progress for recognizing 4-6 numerals, and a Proficient for recognizing 7-10 numerals.
 Number Recognition Assessment

Number Recognition Assessment (differentiation)

Number Recognition Assessment Key

Question Answer

A 9

B 1

C 5

D 7

E 2

F 0

G 8

H 10

I 3

J 6

K 4

Name: Not Yet In Progress Proficient

Number Recognition Student recognized 0- Student recognized 4- Student recognized 7-

Assessment 3 numerals on the 6 numerals on the 10 numerals on the
assessment given. assessment given. assessment given.
 Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Demonstrate rote counting 1

aloud.

2 Discriminate the difference 1

between numerals.

3 Select the correct numeral. 1

Performance

Content Recall Application

Hear numerals Rote counting from 0- n/a

10.

See numerals Rote memorization of n/a

numerals from 0-10.

Identify numerals n/a Interactively selects

numerals on demand.

Differentiation

This lesson will be differentiated by creating two different types of modules for delivery.

One lesson will be created for students that are not demonstrating major difficulties with the

content. The other lesson will be differentiated by reducing the number of choices the student has

when choosing the correct numeral and also be given the opportunity to review the module as

many times as needed.

Instructional Design Summary

 Task
Gain the attention of your learners
Inform the learners of the objectives
Activate prior knowledge
Deliver content to the learners
Indicate the sequence of instruction
Description
The attention of the learners will be gained
through a fun, colorful online presentation
containing audio sounds, animations, and
pictures.
Learners will be informed of their learning
objectives through voice audio clips and
pictures from the online presentation.
For example:
-Audio clip will say, “At the end of this
module you will have seen numerals, heard
numerals, and be able to identify numerals 0-
10!“
-Pictures to be included:
Students will be asked through audio clips
embedded in the presentation to think about
numbers and where they see numbers in their
lives. Students will strongly be hinted to
realize that numbers are everywhere and will
impact our lives everyday in some way.
Content will be delivered through 2
presentations (one regular and one for
differentiation). Within the presentation
students will interact with songs/videos and
online activities/games.
Sequence Description Objective
1 Demonstrate rote 1
counting aloud.
2 Discriminate the 1
difference
between numerals.
3 Select the correct 1
 numeral.
-Sequence 1:
● Students will listen and sing along to
number recognition songs through the
presentation.
● Example:
https://www.youtube.com/watch?
v=iMjt2Dj9p-Q
https://www.youtube.com/watch?
v=iMjt2Dj9p-Q

-Sequence 2:
● Students will see different numerals 0-
10 in environmental print and be asked
to looked for them through audio clips
on the presentation. (This activity will
be differentiated by separating the
photos onto two different slides.
Students will still have to look for the
correct numeral, they will just have a
fewer amount of options to choose
from.)
● Example of environmental print
numerals:

-Sequence 3:
● Students will participate in online
number recognition activities to give
them practice before taking the
summative assessment.
 ● Students will participate in online
Number Bingo
(http://www.abcya.com/number_bingo
.htm). This activity will be
differentiated depending on what
numbers they select to practice.
● Number Bingo will serve as a
formative assessment because a score
report can be generated once the game
is complete to show how many
numbers the student got correct and
incorrect; it also shows which number
was selected for what number was
asked.
**All activities listed above are directly
linked back to the learning objective. Students
are hearing numerals through songs, seeing
numerals through environmental print photos,
and identifying numerals through online
interactive games.

Explain how feedback will be provided
After students have taken their summative
assessment (that is located in the
“Assessments” section of this document) I
will create a chart (that will be posted at the
end of the presentation) that reflects the rubric
in which they will be scored from to show
where they stand academically in comparison
to the class when recognizing numerals 0-10.

The three principles of Universal Design for Learning (UDL) are incorporated in my lesson by:

● Recognition- multiple means of representation are included through auditory (songs) and

visual (pictures) means to accommodate learners

● Strategic- there are multiple ways that students can express what they know throughout

the lesson; students click on numbers playing number bingo and then cover numbers by

dragging a black rectangle during the summative assessment

 ● Affective- students will be highly engaged through a colorful, fun online presentation

containing songs, pictures, and games

Formative Evaluation Plan

For my developed instruction, I would like to appoint Mrs. Kathleen Hambright to serve

as my expert reviewer. Mrs. Hambright has been a pre-k teacher for 25 years and is currently my

mentor teacher at school. Mrs. Hambright is most appropriate to serve in this position because

she is highly interested and competent in the evaluation task and will be able to provide valuable

feedback for refining instruction.

Expert Reviewer Survey

Student/learner assessments that are complete by a test audience can be helpful in relation

to the formative evaluation because the outcome on the assessments can determine whether or

not instruction was appropriate, accurate, and complete.

Student Survey