cieracarridtportfolio.weebly.com€¦ · Web viewThis instructional unit was created to help...

qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmrtyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmqw

Funding your Classroom

Formative Evaluation

Ciera Carr

Table of ContentsUnit Title………………………………………………………………..…….3

Purpose of Small Group Evaluation Report…………………..3

Methodology…………………………………………….………..….…..3

Results……………………………….…….………………………………..…4

Recommendations.………………….………….…..…………….……12

Appendix: A………………………………………………………..………..12

Appendix: B……………………………………….………………………….12

Formative Evaluation 2

Executive SummaryThis instructional unit was created to help Prek-6 public school teachers understand the ins and outs of receiving free funding for their classroom. By using grant opportunities and crowd funding, teachers can get almost anything they need to propel their current lessons. The classroom funding unit contained a total of five learning modules that would allow the learner to understand what the funding opportunities were and what they needed to do to obtain them. Each of the modules helped the learner gain mastery of each of the funding your classroom objectives which will ultimately be essential in gaining proficiency of the material.

The formative evaluation of the self-paced classroom funding unit consisted of four stages. The first stage consisted of a Subject-Matter Expert Review. The purpose of the SME review was to have another person with expertise on the subject evaluate it for accuracy, especially the content and objectives. Doing this first step allowed the developer to move on in the process having had the validity of the unit tested. The second step of the process was the One-to-One Trial. This step was put into place to test how strong the content, overall look, and effectiveness of the unit was. A small Group Trial was completed next and was done to check all of the changes that had been previously made. This group of people also checked the effectiveness of the unit and served as a “soft opening” of the entire unit. The needed changes were made and from all processes one-three and the summaries are provided in Appendix A.

The final step of the formative evaluation was the Field Trial. The field trial was conducted in order to obtain data regarding the effectiveness of the use of the instructional unit. This group tested the use and content of the unit under realistic conditions. No questions, other than technical questions, were answered during this step. The evaluation methodology consisted of the incorporation of a pretest assessment before introducing the educational content, a posttest assessment, and an attitude survey upon completion of all the modules. The data collected during the field trial showed that there was an overall increase in test scores upon the completion of the self-paced instructional unit. The same holds true for the data collected from the attitude surveys. The learners indicated an overall high satisfaction with the unit as a whole.

Purpose of EvaluationThe purpose of the evaluation was to check the effectiveness of the classroom funding modules in regards to how well they address each of the unit objectives. All of the data collected showed evidence of how well the content, structure, and performance of the learner were tested upon the completion of the unit.

Evaluation ObjectivesThe objectives listed below show the focus of the entire Funding your Classroom unit.

Objectives The learner will be able to: Describe the need for a given set of materials and have a project submission accepted. List all of the materials needed for the given lesson.


Demonstrate a need for the materials in the form of a written application. Recall characteristics of grant and crowd funding sites with 100% accuracy. Recall that a website will never ask you to pay to join. Recognize the top sites for grants and crowd funding. Share a crowd sourced grant project with people in a social media space and have them

donate. Link a crowd funding project to a personal social media account page.

Description of Instructional UnitThe self-paced classroom funding unit is put together using a series of introductory and conclusion modules, as well as, educational modules. The first module is an introductory module that gives background information on classroom funding, as well as, information on how to proceed through the unit. After this, there is a pre-test to test the initial knowledge of the learner on the subject at hand. The four educational modules follow. After each of the four educational modules was a unit summary and brief check/quiz. This section highlighted the important parts of each module and summed up the entire thing. The posttest came after the educational modules and was used to assess the post knowledge of the learner. This data was collected to show any positive or negative growth of the learner. The last thing that the learner had to do was to take the attitude survey so that data on the effectiveness of the unit as a whole could be assessed.

MethodologyThe methodology consists of information about the participants, instruments used to gain data, and procedures followed.

ParticipantThe first participant was Crystal Higgenbottom (Learner 1). She is a kindergarten teacher with Shelby County Schools and has worked with an at-risk population of students for two years.

The second participant was Mario Hayslett (Learner 2). He is currently a computer teacher for K-8 with the Tipton County Schools. He has also serves as a technology coach for the school.

The third participant was Dolores Hopkins (Learner 3). She is a fourth grade teacher with the Tipton County Schools and is a veteran teacher who has never heard of crowd funding.

These three participants were chosen because they represent the types of users we are geared towards. Though they all work in schools, they vary in their engagement with the use of this type of funding.

InstrumentsThe three participants were emailed the digital presentation that included the pre/post tests and the digital attitude survey. The pre/post tests contained 7 multiple choice and multi-answer questions corresponding to each objective. The attitude survey contained 10 multiple choice and short answer questions that demonstrate how the user felt while taking the self-paced unit.


ProcedureThe participants were emailed a copy of the PPT unit that included the pre/post tests and the attitude survey. Both were Google forms that the user was taken to via clickable link. They were given written instructions on how to proceed and what to look for. There was no developer observation for this evaluation. Time was also very limited in these field trials due to the push back of the small group trials. The user’s answers of the pre/post test and the attitude survey were recorded through the Google form as a way to track the teachers that completed the task. The learner was directed to contact the developer upon completion of the self-paced unit.

ResultsBased on the feedback received from each small group participant, changes were made to the unit.

Attitude SurveyThe attitude survey was taken by each user to determine the feelings towards the unit in all. Overall, the unit was well received. All users either agreed or agreed strongly with each section. Here are graphs to show the comparable answers of all three participants.

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

Question 8

Question 9

0 1 2 3 4 5

Attitude Survey Results

Series 3Series 2Series 1

Strongly Disagree Disagree Neutral Agree Strongly Agree

Axis Title


Questions of the Attitude Survey

Question1. The content was easy to understand

Question 2. The practice sections tied together the module.

Question 3. Help sections were useful.

Question 4. The content was easy to read through.

Question 5. The layout flowed easy.

Question 6. The graphic were appealing.

Question 7. The colors were appealing.

Question 8. Feedback was appropriately given.

Question 9. Overall, the presentation was easy to use.

Open Ended Comments

The open end comment section of the survey shows the comments received regarding the learners taking the self-paced unit. The comments showed a general satisfaction with the unit. There were a few recommendations for the improvement of the unit. These are listed below.

Open Ended Comments The number five is missing from the objective page. The practice and feedback sections were very informative and wrapped up the sections great. I really enjoyed this unit and will actually try some of these things. Great job! Not a fan of orange, but it was done in a good way. Maybe organize the links on the last page. They were a little scattered around for me.

Learner PerformanceLooking at both the pre and post test of the learners, all made gains in their correct answers. Here is a chart that shows each user’s answers. See the chart below.

Pretest Results


Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

Percentage of Paticipants that Achieved 100% Accuracy of the Pretest Assessment

Questions

Series 1

The data shown in the figure above shows that most of the participants had a good base knowledge of the information being presented to them. It also showed that with some of the things, like question three and four, they did not know the little facts that they will hopefully learn by the posttest. Below is the individual scores chart.

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

Percentage of Paticipants that Achieved 100% Accuracy of the Pretest Assessment

Questions(Individual)

Learner 1Learner 2Learner 3

Posttest Results


At the end of the instructional unit, the learners were instructed to take a posttest which contained the same questions as the pretest. This was to gage how much the learner took from the unit content and objectives. See the chart below.

Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

Percentage of Paticipants that Achieved 100% Accuracy of the Posttest Assessment

Questions

Series 1

The figure shows that as a whole, the learners made gains in all areas of the test. Their initial knowledge choices were confirmed as those scores did not drop. The people who did not know some of the information in the beginning did actually learn something through the use of this unit. As it can be seen, the information in questions three and four have been covered enough so that the learners gained knowledge. Below is the individual scores chart.


Question 1

Question 2

Question 3

Question 4

Question 5

Question 6

Question 7

0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%90.00%

100.00%

Percentage of Paticipants that Achieved 100% Accuracy of the Posttest Assessment

Questions(Individual)

Learner 1Learner 2Learner 3

Pre/Post Test Questions

Fill in the blank: I can use _______ to find crowd sourcing websites for educators.

Choose all that apply. What all should be included in a project submission essay?

What are the top ways to share your project via social media? Choose all that apply.

True or false, a teacher can add materials unrelated to the given project even if it will be used in the classroom?

Identify the three top crowd sourcing websites for educators.


How many people should you send requests for donations to?

Choose the best example(s) of a project submission statement based on what you know.

FindingsThe findings section will show what was discovered when looking over all the data and what was done for the unit.

Component Problem identified Changes EvidenceEntry Skills Test NoneMotivational Material Videos not working Re linkedPretest NoneInformation Presentation

Grammatical errorsRe organize

Fixed errors reorganized

Learner Participation NonePosttest NoneAttitude Survey NoneTransfer to performance context

none

Conclusions and RecommendationsThe recommendations that have been made are that the grammatical errors suggested have been fixed and the last page has been reorganized. These are the recommended changes that have been made to the unit. (See Appendix B). Overall, all of the changes added to the ending product in a positive manner. All learners were satisfied and would recommend this unit to others.


Appendix A





[Pick the date]

Ciera Carr



Purpose of SME Report………………………………………………..3

Methodology…………………………………………….………..….…..3

Results……………………………….…….………………………………..…4


Appendix: A………………………………………………………..………..5

Appendix: B……………………………………….………………………….6


Unit TitleFunding your Classroom

Purpose of SME ReviewThe purpose of a subject-matter expert review is to help the designer develop and validate information in the above unit. They are needed to make changes in the design and information of the unit so that it will properly serve the purpose of the needed clientele. The SME’s opinions are needed because she is able to help make sure the information is correct and relevant. For this unit, the SME was given an electronic version of the unit, a hard copy to take notes, and a SME evaluation form. The SME reviewed the contents and objectives to determine:

how well the unit addressed the objectives given what content could be added to improve the success of meeting the objectives what content could be deleted

Methodology

ParticipantThe subject-matter expert for this unit is Marissa Niccum. She is a pre-kindergarten teacher with the Tipton County Schools and has worked with an at-risk population of students for over five years. She currently is working in a school with a cut budget and has received over $2000 in donor and grant funds during the 2014-2015 school year.

InstrumentsThe SME was given a hard copy of the PowerPoint unit that included a note section and objectives for each slide. She was also given a review form with six questions to answer about the unit. Last, she was emailed a digital copy of the unit to review.

ProcedureThe SME was given the evaluation instruments with instructions on how to proceed. She agreed to scan and email the evaluation with comments within two days. The SME form consisted of four Likert- style items and two open-ended items that will evaluate if there is any information that needs more/less explanation, and to determine if the content is clear and follows the objectives. The hard copy was printed with the three slides and lines for notes. The SME wrote specific comments next to the individual slide.


ResultsBased on the feedback received from the subject-matter expert, several changes were made to the unit.

The videos on slides 2 and 4 of the PowerPoint were not working. The SME was not sure if it was just her computer or not. The videos have been edited, but do not seem to work on all types of computers. Research will have to be done to develop this feature before the one-on-one trials. The video on slide 2 seems to be working fine, but a direction for accepting the video content was added. The link on slide 4 was re-hyperlinked to the Prezi site and a note has been added on how to get back to the presentation.

On slide 10, the SME noted to click the “click me” button x4. This animation has been fixed so that the button only needs to be clicked once for all of the points to be displayed.

On slide 30, the SME was confused on if she was suppose to click the checkboxes or not. They are not workable, but can be. There will be checkboxes that the user will be able to physically click.

The SME had trouble advancing on slide 32, but upon checking, there seems to be no issue on my side. We will re-evaluate through other reviewers.

RecommendationsThe SME made no comments on the objectives, but during our pre-conference, we determined that she would only make a comment if something needed to be said. With that in mind, the objectives work with each module of the unit. The SME did not that it was of average ease to navigate through the presentation so that would mean fixing the videos and slides that were not working and making sure instructions are a lot clearer for everyone.


Appendix ASME Review Form


Appendix BSME Notes Slides





Ciera Carr



Purpose of One-on-one Report………….………………………..3

Methodology…………………………………………….………..….…..3

Results……………………………….…….………………………………..…4


Appendix: A………………………………………………………..………..5

Appendix: B……………………………………….………………………….6



Purpose of the One-on-One EvaluationThe purpose of a one-on-one review is to help the designer determine the effectiveness of the instructional unit on a real participant. They are needed to allow the designer to watch a user go through the unit and be able to answer questions/comments in real time. Overall, the designer was able to gain feedback that will allow for valuable changes to be made.


ParticipantThe first participant was Lori Cook (Learner 1). She is a pre-kindergarten teacher with the Tipton County Schools and has worked with an at-risk population of students for over five years. She currently is the grade chair for Pre-K and has never submitted a grant or crowd funding application.

The second participant is John Collins (Learner 2). He is currently in an internship with West Memphis School District in the counseling department. These two participants were chosen because they represent two different types of users. Though they both work in schools, one would be a hands-on user of the information and the other would be one to help teachers and guide them in the right direction of this unit.

InstrumentsThe two participants were given a hard copy of the pre/post test, an attitude survey, an interview questionnaire, and the digital presentation.

ProcedureThe participants were given the evaluation instruments and the pre-setup presentation with instructions on how to proceed. Lori cook was given a laptop to complete the unit and John Collins was able to use his own computer. They were given verbal instructions on how to proceed and what to look for. When each got to the pre/post tests, they were handed the hard copy to complete and return. The designer took notes on the observer notes form of any questions or comments. At the end of the unit, each participant was asked the interview questions and given the attitude survey to complete and return. It took each participant approximately 20 minutes to complete the unit.


ResultsBased on the feedback received from the subject-matter expert, several changes were made to the unit.

Observation Notes and Interview Protocol The Prezi presentation did not work and was no longer linked to the website for both users. One user stated that there needed to be sound on the practice and feedback section of module

3. Both users stated that they liked the information given, especially the websites. Both users stated that the information was easy to read and understand. One user stated that it was informative, but not the most entertaining. Both users stated that some of the arrows were not responsive. Both users liked the colors. Both users stated that they would recommend this unit and that it would be an effective

teaching tool. One user stated that the moving arrow was very distracting.

Attitude SurveyThe attitude survey was taken by each user to determine the feelings towards the unit in all. Overall, the unit was well received. Both users either agreed or agreed strongly with each section. The only section that was different was from learner 2 who was indifferent/neutral about the colors.

Question Disagree Strongly

Disagree Neutral Agree Agree Strongly

1. The content was easy to understand.Learner 1 Learner 2 2. The practice sections tied together the module.Learner 1 Learner 2 3. Help sections were useful.

Learner 1 Learner 2 4. Feedback was appropriately given.Learner 1 Learner 2 5. The content was easy to read through.Learner 1 Learner 2 6. The layout flowed easy.

Learner 1


Learner 2 7. The graphic were appealing.

Learner 1 Learner 2 8. The colors were appealing.

Learner 1 Learner 2 9. Overall, the presentation was easy to use.Learner 1 Learner 2

Learner PerformanceLooking at both the pre and post test of each learner, both made gains in their correct answers. With learner 1, the last question was not answered both times and with learner 2, questions 1,2, and 4 were not answered on the pre test. Here is a chart that shows each user’s comparable answers.

Question Option 1Pre Post

Option 2 Pre Post

Option 3Pre Post

Option 4Pre Post

Fill in the blank: I can

use _______ to find crowd sourcing

websites for educators.Learner 1 Learner 2

Choose all that apply. What all

should be included in a

project submission

essay?Learner 1 Learner 2

What are the top ways to share your project via

social media? Choose all that

apply.Learner 1


Learner 2 True or false, a

teacher can add materials unrelated to

the given project even if it will be used

in the classroom?Learner 1 Learner 2

Identify the three top

crowd sourcing websites for educators.Learner 1 Learner 2 How many

people should you send

requests for donations to?

Learner 1 Learner 2

Choose the best

example(s) of a project

submission statement

based on what you know.Learner 1Learner 2

RecommendationsThe recommendations that have been made are that the flashing arrow has been removed and the Prezi presentation has been re hyperlinked. Sound has also been added to the practice and feedback page of the Module 3. The arrows that are hard to click on have not been changed as of yet since I am not sure of why they are not working. All slides have been linked to the master slide. This will be fixed. These are the recommended changes that have been made to the unit.


Appendix AThese are documents that have been completed by both participants.


These are the



Appendix BSee PPT presentation



Ciera Carr



Purpose of Small Group Evaluation Report…………………..3

Methodology…………………………………………….………..….…..3

Results……………………………….…….………………………………..…4


Appendix: A………………………………………………………..………..12

Appendix: B……………………………………….………………………….12



Purpose of the Small Group EvaluationThe purpose of a small group evaluation is to help the designer determine the effectiveness of the instructional unit on a real participant. They are needed to allow the designer to watch a user go through the unit and be able to answer questions/comments in real time. Overall, the designer was able to gain feedback that will allow for valuable changes to be made.


ParticipantThe first participant was Sherronda Alexander (Learner 1). She is a CDC teacher with the Tipton County Schools and has worked with an at-risk population of students for over five years. She currently is the only CDC teacher and is very interested in submitting a grant or crowd funding application.

The second participant was Heather Daniel (Learner 2). She is currently a kindergarten teacher with the Tipton County Schools and is a second year teacher. She has never submitted a grant or crowd funding application.

The third participant was Tayrn Anderson (Learner 3). She is a kindergarten teacher with the Tipton County Schools and is a veteran teacher who has successfully completed a small number of crowd funded applications.

These three participants were chosen because they represent the types of users we are geared towards. Though they all work in schools, they vary in their engagement with the use of this type of funding.

InstrumentsThe three participants were emailed the digital presentation that included the pre/post tests and the digital attitude survey. The pre/post tests contained 7 multiple choice and multi-answer questions corresponding to each objective. The attitude survey contained 10 multiple choice and short answer questions that demonstrate how the user felt while taking the self-paced unit.

ProcedureThe participants were emailed a copy of the PPT unit that included the pre/post tests and the attitude survey. Both were Google forms that the user was taken to via clickable link. They were given written instructions on how to proceed and what to look for. There was no developer observation for this evaluation because of the lack of time and available participants in person. This was due to inclement weather closing schools. The user’s answers were recorded through the Google form as a way to track


the teachers that completed the task. Making sure everything was completed when communicating via email and text lead to some users not completing the unit in a timely manner.

ResultsBased on the feedback received from each small group participant, several changes were made to the unit.

Observation Notes Since these evaluations had to be done not in person, no observation notes form was used. A comments and suggestions portion was added to the attitude survey to account for this. These are the comments for changes to be made.

One user commented that “on pg 6, placing a comma after, "At this time." “ “On the ready to get going page, I felt like it should have been in the beginning”. “On the Practice and Feedback page, I think the part after the question should, maybe, be in

parentheses”.

Attitude SurveyThe attitude survey was taken by each user to determine the feelings towards the unit in all. Overall, the unit was well received. All users either agreed or agreed strongly with each section. Here are graphs to show the comparable answers of all three participants

3 responsesSummary

The content was easy to understand

Disagree Strongly

0 0%

Disagree 0 0%

Neutral 0 0%


Agree 0 0%

Agree Strongly 3 100%

The practice sections tied together the module.

Disagree Strongly

0 0%

Disagree 0 0%

Neutral 0 0%

Agree 0 0%


Help sections were useful.

Disagree Strongly

0 0%

Disagree 0 0%

Neutral 0 0%

Agree 0 0%



The content was easy to read through.

Disagree Strongly

0 0%

Disagree 0 0%

Neutral 0 0%

Agree 1 33%


The layout flowed easy.

Disagree Strongly

0 0%

Disagree 0 0%

Neutral 0 0%

Agree 1 33%


The graphic were appealing.


Disagree Strongly

0 0%

Disagree 0 0%

Neutral 0 0%

Agree 1 33%


The colors were appealing.

Disagree Strongly

0 0%

Disagree 0 0%

Neutral 1 33%

Agree 0 0%


Feedback was appropriately given.


Disagree Strongly

0 0%

Disagree 0 0%

Neutral 0 0%

Agree 1 33%


Overall, the presentation was easy to use.

Disagree Strongly

0 0%

Disagree 0 0%

Neutral 0 0%

Agree 0 0%


Any questions, comments, and/or concerns.

This is an excellent resource for teachers. I've recently used Donor Choose but, for six years of my

teaching degree I had no idea that it even existed. I think that new teachers and even less tech savvy

teachers will utilize this very informative PowerPoint. Thanks for sharing.


The only things I see that you can check would be: on pg 6, placing a comma after, "At this time." On the

ready to get going page, I felt like it should have been in the beginning. On the Practice and Feedback

page, I think the part after the question should, maybe, be in parentheses. I really learned a lot. The

quizzes were helpful and were included at the right times. I didn't realize there was so much help for

teachers. I will use these resources in the future. Thanks. Great job!

This information is very good, and I will be using it to help me in my classroom and will help others in their

classroom also.

Learner PerformanceLooking at both the pre and post test of the learners, all made gains in their correct answers. Here is a chart that shows each user’s answers. There are only 4 responses because one user did not complete.Edit this form

4 responsesView all responses

Summary

Fill in the blank: I can use _______ to find crowd sourcing websites for educators.

Teachers 1 25%

Search Engines 2 50%

Grants 0 0%

Social Media 1 25%


Choose all that apply. What all should be included in a project submission essay?

Open with the challenge facing your students. 4 100%

Do not give too much information your students. 1 25%

Inspire potential donors with an overview of the resources you're requesting.

3 75%

Close by sharing why this project is so important. 3 75%

What are the top ways to share your project via social media? Choose all that apply.

Facebook 4 100%

Twitter 3 75%

Pinterest 1 25%

E-mail 2 50%

True or false, a teacher can add materials unrelated to the given project even if it will be used in the classroom?

True 1 25%

False 3 75%

Identify the three top crowd sourcing websites for educators.

Donorschoose.org 4 100%


Makeawish.com 0 0%

Adoptaclassroom.org 1 25%

Incited.org 1 25%

Helpmyclassroom.org

0 0%

How many people should you send requests for donations to?

1-10 people 0 0%

11-20 people 0 0%

As many people you can 4 100%

Not more than 100 0 0%

Choose the best example(s) of a project submission statement based on what you know.

Can you help me make story time with nursery rhymes more accessible to my preschoolers with special needs?? We need hands-on materials like puppets that are related to the various nursery rhymes we learn in my preschool program. The puppets are a great way for me to add a little bit of visual fun to my story time while also helping my students understand the context of the story.

0 0%

Donations will improve this classroom by providing students with the tools they need to be better prepared for successful lives as they get older. They will be able to see that there is more to this world than just the TV that they watch and maybe use that knowledge to put their positive mark on the world somehow. This quote sums up how I see this part of early childhood ed.

0 0%

Donations for my project would go to helping my students learn their letters. I want them to really work on recognizing and this game would help. I want my students to use this toy so that my students won’t have to want to use the older things in the classroom. This is what I really want for them. The opportunity to use new materials.

1 25%


For our students, learning to use calculators can be difficult. This is an even harder task if the students bring in 2 or 3 different types of calculators. Each has different ways to perform functions needed during instruction. It takes a long time to teach the different ways and the focus is taken from the concept being taught and placed on the operation of the calculator. Even worse, some students cannot afford a calculator, so they have to borrow one from a classmate. They may borrow a different type of calculator each time, making it harder to learn math and instead having to learn how to use the calculator again. With a uniform classroom set of calculators, not only would ever child have a calculator to use, but they would learn one way to perform a function, which will redirect the focus of the lesson back to the concept at hand.

4 100%

RecommendationsThe recommendations that have been made are that the grammatical errors suggested have been fixed and the beginning video and Prezi presentation have been re hyperlinked. These two activex control pages have had a link added to take users using a MAC directly to the videos. The “Ready to get Going” page has also been moved to the second slide position. It made more sense for the directions to be before everything started and not just before the modules start. These are the recommended changes that have been made to the unit. (See Appendix B)

Appendix AThere was no observation notes form for this evaluation due to it being administered via email and done on the participant’s time. Also, the pre/post tests and attitude survey were completed through a link to a Google form so the user’s actual form is not available, only the data seen in the “Results” section.




cieracarridtportfolio.weebly.com€¦ · Web viewThis instructional unit was created to help...

Documents

Transcript of cieracarridtportfolio.weebly.com€¦ · Web viewThis instructional unit was created to help...