WGU D185 Task 2 Example: Applying Instructional Models in Second Grade Math, Assignments of Education Planning And Management

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D

Designing Curriculum and Instruction II

(Western Governors University)

TASK 2

Applying Instructional Models Rebecca Reith MSCIN Program, Western Governors University D185: Designing Curriculum and Instruction 2 (OLM1) Dr. Chasity Dean-Anthony

Materials:

- place value models of ones, tens, and hundreds - 12x18 paper labeled Ones, Tens, Hundreds - Whiteboard, markers, eraser - Popsicle sticks bundles in tens and hundreds and ones. - About 180 loose popsicle sticks divided into 10 containers. - Place value game recording sheet - More or less die and 4 - 9 numbered die. - Vocabulary card – “expanded form” - Slide that shows practice work and NEED, DO, PUT, DONE instructions. Gain Attention : Call students to the rug area. Have them sit next to their math partner. Today during our math lesson, we will use what we know about ones, tens, and hundreds to explore three-digit numbers. In what ways have we used three-digit numbers in math so far? What do we know about them? Inform Learners of Objectives: Tell students that as we explore three-digit numbers today, we will learn how to expand numbers and we will also compare numbers using greater than or less than. Recall of Prior Learning: - Hand out one container of sticks to each pair of students. Instruct them to count the sticks and bundle up any tens; leave the ones loose. - Next, as a class, put all the tens together and all the ones together. Lay them out in the middle of the circle and ask the students to tell back how we can figure out how many sticks we have all together. (Lay out the large labels of ones, tens, and hundreds on the

rug). Help guide the discussion toward remembering / identifying that we could put 10 groups of ten together to make 100. The place it in the 100s column. Collect leftover tens and place under the tens column. Do the same with the ones. Write the number on the whiteboard.

- Ask questions, think, and share: What does the digit in the ones place tell us? What does the digit in the tens place tell us? What does the digit in the hundreds place tell us? What if we switched the digit in the ones place with the digit in the hundreds place? What would happen? Why? Present the Content: Divide students into two teams by having partner A sit on the left side of the rug, and Partner B sit on the right side of the rug. Read through the directions to play the game from Bridges in Mathematics Teachers Guide (Frykholm, 2019, p. 22-24). Teach the game in which the two teams will roll for ones, tens or hundreds. Each team gets three rolls of the die per turn, to create their number. They get to decide if the roll counts for ones, tens or hundreds. (Before each round, the teacher rolls the greater than or less than die to determine if the greater or lesser number wins the round). Here are the basic instructions:

1. Teacher rolls greater than or less than die to determine winning number. Either greater than or less than is written on the white board so everyone knows which number will win the round.

differentiated for students and names are on upper right corner of sheet. As students are working, teacher will observe and support. Provide Feedback: In this lesson, feedback will be given through discussion as we work together to expand the 5 numbers. In addition, the students will complete an exit ticket and bring it to small group. At this time, the teacher is able to give feedback by allowing the students to compare their exit tickets to the teacher’s exit ticket. What is the same? What is different? The teacher then guides students who need additional support, and this also informs future instruction. Assess Performance: After students have finished the guided practice sheet and have moved on to online math practice, teacher will call the small groups listed and complete a short exit ticket to assess understanding of the concept. Enhance Retention and Transfer: After exit ticket is completed, pose the question: “How will this help you as you continue to learn in math?” “Will this help you in any other areas?” Appropriateness of Model Gagne’s 9 Events model works well for learning that involves specific steps and learning that is less open-ended. Considering this, the model was appropriate for place value and comparing numbers since it is a specific math skill that is taught with examples and practice of the concept. This model is sequential, thorough, and it just makes good sense. It lists the components that make an effective lesson plan that considers the needs of all learners. Within this model there is room to differentiate as needed during the lesson, which is another reason why it was a good fit for teaching place value and comparing numbers.

Key Components of Model Gaining Attention: By gaining attention, a teacher is helping the students activate their minds and thinking toward what is coming in the lesson. Often times this can be done by making a connection to something they have already learned and asking questions about what they might already know as I have done in this lesson by asking students to tell how and where we have used three-digit numbers. Inform Learners of Objectives: Part of setting up an atmosphere in which learning can take place involves helping the students know what to expect. This component is a reminder of this important element of teaching. In the above lesson plan, I have addressed this part with a short explanation of the objectives. Recall of Prior Learning: Another way to effectively engage students and prepare them to learn new material is to activate prior learning. I have done this above through a series of questions that encourage open-ended discussion about what we already know about three-digit numbers. Present the Content: This component was evident in the teaching and the playing of the place value game. The students had ample opportunity to think about three-digit numbers and what each digit represented in a hands-on, fun way. They also were given many opportunities to discuss their thinking and then see the chosen number visually written and represented with manipulatives. Provide Learning Guidance: Providing learner guidance involves assisting the learners in a way to gain understanding of the concept. In this lesson, this was accomplished by using the three-digit numbers created during the game and working with them to show expanded form.

Another strength is that each component builds on the previous one so that the overall lesson moves from teacher directed to student engagement to student practice of the skill. One weakness of this model is that it is not a good fit for more exploratory learning in which the students glean from experiences rather than from explicit teaching of a skill. Student Observations Assessing the level of student engagement and the effectiveness of the student learning can be done at various points throughout the lesson through observation. During the game, the students on each team will be discussing which place value to place the digit in to create a unique three-digit number. By listening to these discussions, the teacher will be able gauge individual understanding of place value. As the lesson progresses, the students have opportunities to share their thoughts about expanded form and write numerals in expanded form. Observations of the students’ approach and completion of these tasks yields information about understanding the concept.

References Active learning theories. (n.d.). Robert Gagne's 9 events of instruction. Learning Theories. https://activelearningtheories.weebly.com/pros--cons2.html Frykholm, J.(2019). Bridges in mathematics second edition grade two teachers guide. The Math Learning Center. Minnesota Department of Education. (2022). Minnesota K– 12 Academic Standards in Mathematics. https://education.mn.gov/MDE/dse/stds/