ADDIE: Evaluation
EVALUATION
Students will receive guided instruction and a high level of teacher support to create their first page. The first page is assessed using Complete/Incomplete grading criteria. Students are assessed on their ability to create a page without the aid of the teacher. A rubric is provided for the second page. The teacher and student’s classmates will provide feedback on each page as well. This will provide feedback to the student from two perspectives and also gives the instructor insight into student’s understanding of the project.
Assessment information is available on the wiki to guide student’s efforts.
Uncategorized | Comment (0)ADDIE: Implementation
IMPLEMENTATION
The Math Mavericks wiki implementation is structured to follow Gange’s Nine Events of Instruction.
The ideal classroom set up is one that allows student to work at their computer stations while viewing a projection of the wiki.
Gain the learner’s attention. |
Project the Common Craft video explanation of a wiki housed in the Math Mavericks PBwiki front page. Ask students how they find information when they are stuck on math homework problems. Focus on the difficulty in finding answers that align exactly to the problem they are working on. Similar info is easy to find, but it is sometimes difficult to find immediately relevant help. Ask students what they do if they disagree with information they find on a website and if they are aware that users create and maintain the content on specific types of websites called wikis. |
Communicate learning objectives and standards to students. |
Use the front page and example pages to orient learners to the wiki environment while communicating expectations.California Content Standards: Problem Solving and Mathematical Reasoning: Additional mathematics content standards addressed will vary according to the type of problem each student chooses to explain in the wiki. |
Stimulate the learner’s prior knowledge. |
Ask students how they find answers to questions using the Internet. Accept all answers, guiding students toward the website Wikipedia.com |
Present the content. |
Project the screencast video explanation of the project. Distribute paper version of the Problem Solving worksheet to students.Using a projection of the Math Mavericks website, ask students to take turns reading the Getting Started page of the wiki aloud. Check for clarification at each step. Revisit the examples of a finished and unfinished page. Ask students to comment on each page. Compare and contrast using a T Chart on the whiteboard. |
Guide the learner’s application of the content using semantic encoding techniques. |
Students select a problem for his/her wiki entry.Each student works through the problem- solving steps on the worksheet. Circulate to answer questions and assiststudents’ wording of problem-solving steps. |
Practice the application of concepts. |
Students edit wiki pages. Continue to circulate to provide assistance as necessary.Ask students to write their names on the whiteboard/flipchart paper as pages are completed. |
Provide feedback to the learners. |
Circulate to provide individual feedback as students work at computer stations.Students provide feedback on completed pages in the comments section of particular wiki pages. Feedback should contain at least one aspect the reviewer likes and one suggestion for improvement. |
Assess the learner’s performance. |
The teacher provides feedback in the comment section.The assignment’s score is complete or incomplete. Students are required to create 100% correct pages before moving on to the assessment of the assignment. |
Enhance concept retention and transfer to novel situations. |
The student’s assessment of retention occurs through the creation of a second wiki page following the same processes as the page created with guidance.The teacher comments on complete pages to notify students when (s)he is ready to edit a second page. The teacher creates the page for the student or assists the student with creating a new page for the assessment. The second page is assessed using a rubric. |
ADDIE: Development
DEVELOPMENT
Editing the wiki is a simple process, however, creating the wiki is from scratch is not. Writing a content map and conducting a task analysis are necessary steps in development. I chose to develop using PBwiki rather than Wikispaces . PBwiki’s interface allows for greater organization when a wiki is used with more than a few students. Student pages are organized in folders for each class period. PBwiki offers and equation editor plugin. It is much more difficult to use than a program such as Math Type and will be a challenge for students to use. I will present the tools as an exercise in critical thinking and “programming” language and provide a high level of assistance to students.
PBwiki and the user community lack a set of “How-To” video tutorials aimed at K-12 student editors. As time allows, I will create a set of Jing screencasts to compliment the written directions for editing the wiki. I am concerned that the directions I created are too wordy. If this is true, I can easily edit directions as I review them with students. Editing the wiki with students provides an authentic setting to explain various features such as editing, tracking changes, page histories, and adding comments to pages. The ADDIE framework for instructional design revisits the evaluation phase continuously. The nature of a wiki facilitates on-going development as well.
Uncategorized | Comment (0)ADDIE: Design
DESIGN
A consulting session with my course instructor surfaced the design for the Math Mavericks wiki. The wiki will begin simply with the hope that it will grow organically over time to become a rich resource for our math classroom. Each student will be required to complete a digital version of the paper-based problem solving worksheet currently used in the classroom. Students will also be required to create one vocabulary word/concept explanation page to the solution explanation. Student resources will include guides for submissions and sample posts with criteria for completion of pages.
Four levels of math classes are offered at New School, ranging from basic math (the four number operations) to CAHSEE exam preparation. Three classes are taught by one teacher (me) and will require each student to make at least one contribution. A realistic goal for the wiki is 70% participation among 55 students which yields approximately 39 posts suitable for publishing.
Uncategorized | Comment (0)ADDIE: Analysis
ANALYSIS
Introduction
New School is a community day high school serving a rotating population, approximately 80 students per term. Seventy-eight percent of our students are English Language Learners (ELLs). The school employs an equal number of Youth Services (mental health) counselors as teaching staff. Teachers and counselors work as partners is a systems approach to education. New School provides a holistic support system for youth who are trying to distance themselves from gang-related crimes and violence, are teen parents, battling drug addiction, and/or are victims of an array of domestic issues. Currently, the lowest level math class incorporates 2nd grade standards; our most challenging is CAHSEE preparation. New School is a triage unit for the high schools and alternative schools in the district. The school accepts students with the goal of curing what ills with the hope that students will return to and graduate from a traditional high school setting.
Wiki Planning
Given the shifting student population, the most successful implementation of a classroom wiki that students contribute to will be one that incorporates familiar classroom teaching strategies such as:
- Vocabulary; incorporating SDAIE techniques to teach vocabulary to ELL students
- Solution guides for bell work or the problem of the week
- Examples of math in the real world
Our classroom contains eight work stations which yields a student-to-computer ratio of about 1:2. Hardware is reliable. Wireless and high-speed Internet service is available throughout the school.
The implementation of a classroom wiki should meet the following objectives:
- Alignment with state standards for mathematics across several grade levels
- Cognitively demanding contribution requirements across several grade levels
- Development of fluency in written English language
- Contribution topics that encourage student conversation in the discussion area
- Contribution topics that students can join immediately as new students
Barriers
New School’s instructional minutes are negatively impacted by individual behavioral issues or by issues involving large groups of students. Class periods can be canceled in to hold group counseling sessions to resolve issues before they escalate into physical confrontations. The principal states a desire to increase academic rigor at the school, however, in the absence of a strong plan the focus may not change. The lack of a definitive academic plan leads to barriers to the success of the implementation of a classroom wiki. Each stakeholder’s performance barriers are listed below.
Students
- Emotional or physical distress that detract from academic focus in the classroom
- Enrollment process delayed leading to lag in creation of New School computer user account
- Low English language fluency prohibits confidence and ability to contribute to written body of work
- Student has low academic skill level and has developed work avoidance behaviors in an attempt to cover up skill deficiencies
- Emergencies for which the timing is impossible to predict such as student confrontations, issues at home, or personal emergencies
School Environment
- Absence of academic strategic planning
- Misalignment of counseling and academic goals for students
- Absence of pre-determined calendar for the school year that lists dates for field trips, special events, etc., that remove students from the classroom
Conclusion
There are considerable challenges to the success of an on-going academic project at New School. However, I believe that the implementation of a classroom wiki project can be successful. Careful planning and communication of the plan in our academic meetings will promote success.
I believe that students will enjoy contributing to the classroom wiki and viewing their contributions on the web. A unique opportunity exists in a school whose enrollment is in a state of constant flux. We are able to gather a larger number of student input that a school with a stable population. Additionally, students may choose to remain active contributors to the wiki once they return to their “home” school.
Uncategorized | Comment (0)The 411
Hi!
I’m kind of far away from the other COMETeers – waaay up here in Santa Cruz. I hope that someday we can have a class get together so that I can meet all the amazing teachers in the program face-to-face.
I teach math in a Community Day school for high school students. Our goal is to get kids off the streets, out of gangs, teach parenting skills, and boost academic skills so that they can successfully transition to a more traditional high school setting.
I’m the mom of a rad 7 year old, and soon-to-be wife of a tattoo artist. We moved here from Florida about 4 years ago. Lately, we spend lots of time just chilling out in our beautiful little town. My graduation present to myself is going to be a camper shell for my truck. I get suggestions of cool stuff to check out from everyone I meet so if you have a favorite get away please share!
Final Project Idea
This summer we have been working on math vocabulary. The students teach me how to say the words in Spanish and I teach them how to restate the English definition in their own words. Maybe it would be fun to do on a Wiki. I’m teaching one section of a tech elective in addition to my math classes in the fall. Might be a good way to integrate content from both classes.
