Part 1: Identification of Learning Problem

General Audience
The primary audience includes eighth grade math students of all ability levels. The Criterion
Reference Competency Test is a standardized assessment students begin taking on the
elementary level. However, the eighth grade is a critical year for standardized testing. Before
students matriculate into high school they must have successfully passed the eighth grade
mathematics portion of the Criterion Reference Competency Test.
Problem Identification
The Criterion Reference Competency Test CRCT!, is a standardized assessment administered by
public schools in the state of "eorgia yearly in grades three through eight. This test measures
how well students obtain the knowledge and skills e#pressed by the state mandated standards.
These standards are learned by students over an eight month course. $hich means it is crucial
for students to not only learn but retain, retrieve, and apply information. %n order to be promoted
to the ninth grade, students must pass the eighth grade CRCT, therefore, it is vital that the
information is retained.
&tudents are having trouble retaining information learned from week to week they are not
performing as well as they should on unit tests and 'uizzes!. This proves to be a ma(or problem
for students because information that was learned in )ugust will be on the test in the spring. %n
order to be successful on the CRCT, students will need to maintain information long term, not
(ust from day to day. *nce students grasp, and fully understand the concept, they have trouble
retaining it, which leads to low performance. %n an effort to assist students with their memory,
they will need to undergo many different instructional strategies differentiation! to practice and
make sure information is retrieved. By reviewing previous lessons and completing practice,
students will be refreshed of old concepts that will be covered on the assessment. +ifferentiation
caters to individual learning styles. By using different strategies, all students needs will be
addressed. ,or instance, visual learners can view videos and hands-on learners can create power
point presentations.
Instructional Goals
&tudents will be able to e#plain the state mandated standards.
&tudents will be able to discuss all knowledge learned in their long term memory.
&tudents will be able to apply information learned from previous months.
&tudents will be to pass or e#ceed the eighth grade Criterion Reference Competency Test.
&tudents will be able to recall the information learned in eighth grade math and apply it in
future math courses.
Part 2: Learner Analysis
Introduction
The targeted groups of learners are .
th
grade math students at $ashington /iddle &chool in
Cairo, "eorgia. These students range from ages 01-02 with the most common age being age 03.
There are a total of 41 students arranged into four different classes. The first class is inclusion,
and consists of 4 girls and 02 boys. This class is composed of 03 )frican )mericans, 5 of those
03 are inclusion students, 5 are Caucasian, and 3 are Hispanic. The inclusion students have been
identified with 6earning +isorders, Behavioral +isorders, 0 is )utistic and 0 has a hearing
disability. These 5 inclusion students are served by a special education teacher that follows them
through every academic class. The inclusion class is composed of the students who need the
most assistance. These students struggle in at least 1 out of their 3 classes. )lthough they lack
academic strength, some are still involved in afterschool activities such as band and football.
However, some lack academic strength and social skills, and have no ultimate goals for
themselves. This group also has the lowest socio-economic level. The Criterion Reference
Competency Test scores for this group are low, 578 passed, 178 had borderline scores, and 078
failed. The second, third, and fourth classes are all regular education classes that have an even
mi# of males and females, )frican )mericans, Caucasians, and Hispanics. The second class is
composed of students who struggle academically but not as much as the inclusion class. .78 of
students in the second class are motivated and possess appropriate social skills. 478 of the third
class is academically strong and display the appropriate social skills. ,inally, the fourth class is
the top academic group with about 428 of them being academically strong. This group has the
highest test scores, with a 0778 pass rate on the Criterion Reference Competency Test, with
about 178 e#ceeding. This is also the group with the highest socio-economic status. .28 of
these students have attended this school since 5
th
grade. 978 of the students come from single
parent home or from homes where a guardian other than the parent is the primary caregiver. This
information was obtained about the learners through a student identification:information sheet,
pass Criterion Reference Competency Test score report, and lunch forms.
Entry skills:
/a(ority have basic math skills
)ble to log on a computer
;se basic internet search engines
/a(ority can follow directions
Prior Knowledge:
&tudents are familiar with the assessment
&tudents possess computer knowledge
&tudents have taken the Criterion Reference Competency Test since the elementary level, so they
know what to e#pect on testing days. However, they do not realize the criticalness of this
assessment in the .
th
grade. *nce a week, every class gets to perform activities in the computer
lab as reinforcement in math.
Attitudes Towards ontent ! Academic "oti#ation
)fter performing a survey with the students, % realized that a ma(ority of them did not like math
at all. They felt this way because it is not their best sub(ect, they struggle, and some (ust do not
understand numbers at all. )bout .78 of them stated they do not understand new concepts most
of the time but are afraid to ask for help because they are shy or do not want to be embarrassed
by their classmates. However, about 428 of them said they are computer savvy and would love
to do more math practice using an online learning environment. *n the other hand about 28 of
the students still showed no interest or motivation in math at all. &tudent surveys and interviews
were used to gather this data.
Educational Ability Le#els
)ccording to the latest scores, about 978 of the students passed the 9
th
grade math CRCT. This
means they scored between .77-.27 and are performing on grade level. However, of this 978
about 078 were borderline. This means they passed, but their scores were between .77-.07.
)bout <78 failed the 9
th
grade math CRCT which means they scored 944 or below. *n the other
hand, 078 e#ceeded the math portion on last year=s standardized assessment with scores .27>.
*f all these results, 2 of the 5 inclusion students were administered the CRCT-/ which is a
modification of the test. They scored in the does not meet area. )fter speaking with the 9
th
grade
math teachers, it can be concluded that these students have much potential, they (ust need
multiple e#planations, practice, support, and motivation.
General Learning Preferences
*ver .78 of the students are kinesthetic learners and prefer learning through videos, hands on
activities, and station activities. )nything other than the basic note taking and book work practice
problems will make the students more willing to learn the information.
Attitude Toward Teac$ers and %c$ool
/any of the students stated they like teachers who are calm and respectful. They e#pressed
respect for teachers who respect them and those who do not get mad easily. However, many of
them do not realize how much work a teacher puts in to prepare and plan lessons. *n the other
hand, a ma(ority of students revealed they en(oyed coming to school to be social but not so much
for the academics.
Grou& $aracteristics
$ashington /iddle &chool is a Title % school located in Cairo, "a. The .
th
grade learners are age
appropriate with the e#ception of <. Before this school year is over, these < students will be 05
years old. The ma(ority of learners are )frican )merican and Caucasian with a few Hispanics? all
students are @nglish speakers. *verall, the students work well together in classes and as a team.
They are almost always on task, alert, and focused, especially when working with technology
&martBoard, computer lab!.
Part ': Task Analysis
% conducted the task analysis using topic analysis. /y target audience is a group of eighth grade
math students. The Criterion Reference Competency Test is administered in )pril and over those
eight months prior, much information has been taught. % can conclude from these first few
months of school that students are struggling with retention. Therefore, % can only imagine the
vast amount of remediation they will need before taking the CRCT. &ince unit one was the first
unit learned, students will benefit the most from remediation of this unit. % am using the key
elements of unit one from the .
th
grade Common Core "eorgia Aerformance &tandards to
complete this topic analysis.
To&ic Analysis
1() ;nit 0B Transformations, Congruence, &imilarity
%. Rigid Transformations- the pre-image and the image are the same shape and size
a. Translations- slide
b. Rotations- turn
c. Reflections- flip
%%. Con Rigid Transformations- the pre-image and the image are the same shape but
different sizes
a. +ilation- enlarges or reduces a figure
b. &cale ,actor- determines how large or small to dilate a figure
%%%. Congruence-two figures are the same shape and the same size
a. Translations, rotations, and reflections are all congruent transformations
%D. &imilarity- two figures are the same shape, but different sizes
a. The pre-image and image of a dilation are similar figures.
%ub*ect "atter E+&ert ,%"E-
% Ce)nn $ooten! will serve as the &/@ for this instructional plan. /y formal education
consists of a bachelor=s degree in /iddle "rades @ducation with concentrations in mathematics
and science from )lbany &tate ;niversity in )lbany, "eorgia. % am currently pursuing a master=s
degree in %nstructional Technology from "eorgia &outhern ;niversity in &tatesboro, "eorgia, as
well as a gifted endorsement from Corth "eorgia College and ;niversity.
/y primary 'ualification to serve as &/@ is my position as an eighth grade math teacher
at $ashington /iddle &chool in Cairo, "eorgia. /y (ob as a middle school teacher re'uires me
to develop lesson plans, deliver instruction, and assess comprehension. )s a math teacher, %
witness students struggle to retain information learned in the classroom. This lack of retention is
a ma(or problem, especially for eighth graders. %n )pril these students will take a standardized
assessment Criterion Reference Competency Test! which is a determining factor in whether they
will be promoted to high school. By developing this online instructional module, eighth graders
will receive reinforcement on the standards they will be tested on.

Part .: Instructional /b*ecti#es
Terminal /b*ecti#e 1B To define rigid transformation
Enabling /b*ecti#es:
1A( To identify translations, rotations, and reflections
10( To describe the movement of the three rigid transformations
1( To perform a series of motion on images that are rigid transformations
Terminal /b*ecti#e 2B To define a non rigid transformation
Enabling /b*ecti#es:
2A( To identify a dilation as a non rigid transformation
20( To describe the role scale factor plays on a dilation
2( To compare the characteristics of enlargements and reductions
Terminal /b*ecti#e ': To define congruent figures
Enabling /b*ecti#es:
'A( To identify congruent figures among shapes
'0( +escribe the relationship between rigid transformations and congruent figures
'. To describe the physical features of congruent figures
Terminal /b*ecti#e .: To define similar figures
Enabling /b*ecti#es:
.A( To identify figures that are similar among many different shapes
.0( To describe the physical features of similar figures
.( To compare similar figures and non rigid transformations
lassification of Instructional /b*ecti#es:
ontent
Performance
1ecall A&&lication
,act 12 22 '2 .
Concept 1A2 2A2 .A2 'A .
Arinciples 102 202 '02 .02 '2 2
Arocedure 1
%nterpersonal
)ttitude
1elations$i& between Instructional /b*ecti#es and %tandards
Instructional /b*ecti#es ommon ore Georgia Performance %tandards
1
"3(G(1( Derify e#perimentally the properties of
rotations, reflections, and translations
1A
10
1
2
"3(G('( +escribe the effect of dilations, translations,
rotations and reflections on two-dimensional figures
using coordinates.
2A
20
2
' "3(G(2 ;nderstand that a two-dimensional figure is
congruent to another if the second can be obtained from
the first by a se'uence of rotations, reflections, and
translations? given two congruent figures, describe a
se'uence that e#hibits the congruence between them.
'A
'0
'
.
"3(G(. ;nderstand that a two-dimensional figure is
similar to another if the second can be obtained from the
first by a se'uence of rotations, reflections, translations,
and dilations? given two similar two-dimensional
figures, describe a se'uence that e#hibits the similarity
between them.
.0
.
Part 4: 5e#elo&ment of Assessments
Lesson 16 1igid Transformations
%n the spring of each school year, students in grades three E eight take a Criterion
Reference Competency Test. This test is used to measure the knowledge students have gained
throughout the school year. &tudents in the eighth grade must pass this assessment in order to be
promoted to the ninth grade. This instructional unit is designed to help students recall
information already learned in order to pass the standardized assessment.
/b*ecti#e 1 E To define rigid transformation
0). To identify translations, rotations, and reflections
0B. To describe the movement of the three rigid transformations
0C. To perform a series of motion on images that are rigid transformations
AssessmentB &tudents will take a 'uiz over the types of rigid transformations, with 'uestions
consisting of translations, reflections, and rotations, using the moodle 'uiz tool.
75L Princi&les: /ultiple means of e#pression will be used in this 'uiz. &tudents will all be
given the same 'uestions, but have the choice of giving their answers in words, stating e#amples
by drawing pictures, or creating power points.
Lesson 26 8on 1igid Transformations
/b*ecti#e 26 To define a non rigid transformation
<). To identify a dilation as a non rigid transformation
<B. To identify the role scale factor plays on a dilation
<C. To compare the characteristics of enlargements and reductions
AssessmentB 6earners will answer the 'uestion, F$hy is a dilation a type of non rigid
transformation and what role does scale factor play in this transformationGH &tudents may answer
this 'uestion by creating a power point, coming up with e#amples, or writing a paragraph.
75L Princi&les: /ultiple means of representation and e#pression are used in this assessment.
The power point presentation allows students to be visual and the choices other than the
traditional paragraph allow the students to e#press themselves.
Lesson '6ongruent 9igures
/b*ecti#e '6 To define congruent figures
1). To identify congruent figures among shapes
1B. +escribe the relationship between rigid transformations and congruent figures
1C. To describe the physical features of congruent figures
Assessment: &tudents will post a real world e#ample of congruent figures to the moodle
discussion board as well as an e#ample of non congruent figures. They will be re'uired to
respond to two classmate=s post and state which pairs of ob(ects are congruent and why.
75L Princi&les: This assessment provides multiple means of action and e#pression by re'uiring
feedback and dialogue amongst peers.
Lesson .6 %imilar 9igures
/b*ecti#e .6 To define similar figures
3). To identify figures that are similar among many different shapes
3B. To describe the physical features of similar figures
3C. To compare similar figures and non rigid transformations
Assessment: 6earners will be given the task of describing and comparing similar figures to non
rigid transformations. To respond, students can create e#amples, make a power point, or answer
the 'uestion in words.
75L Princi&les: /ultiple means of representation and e#pression is provided in this
assessment. &tudents are given a choice on how they respond to the 'uestion.
Assessment E+am&les
/b*ecti#e 1 Assessment:
Rigid Transformations Iuiz Complete using words, pictures, e#amples, or create a power point!
0. &tate a rule describing the translation right 3 units and down 2 unitsG
<. $hat is a change in size or position of a figureG
1. +escribe congruent figures.
3. $hich type of transformation slidesG
2. $hat rigid transformation that turnsG
5. +escribe how a figure is reflected.
/b*ecti#e 1 Assessment 6 Answer Key
1. (X+4, y-5)
2. Transformation
3. Same shape, same size
4. Translation
5. Rotation
. !"er the #-a#is or the y-a#is
/b*ecti#e 2 Assessment
)nswer the following 'uestion by creating a powerpoint, giving e#amples, or writing a
paragraph. ;pload answer to moodle.
Why is a dilation a type of non rigid transformation and what role does scale factor play in this
transformation?
/b*ecti#e 2 Assessment E Possible Answer
A dilation is a ty&e of transformation t$at enlarges or reduces a figure( T$is transformation
is non rigid because t$e &re6image and t$e image are t$e same s$a&e but different si:es(
;$en sol#ing dilation &roblems2 t$e scale factor tells you $ow large or small to make a
figure( If t$e scale factor is greater t$an one2 t$e dilation is an enlargement( ;$en t$e scale
factor is greater t$an one2 you must multi&ly e#ery &oint of t$e &re6image by t$e scale
factor( If t$e scale factor is less t$an one2 t$e dilation is a reduction( ;$en t$e scale factor is
less t$an one2 you must di#ide e#ery &oint of t$e &re6image by t$e denominator of t$e scale
factor(
/b*ecti#e ' Assessment
Aost a real world e#ample of congruent figures to the moodle discussion board as well as an
e#ample of non congruent figures. Jou are re'uired to respond to two classmate=s post and state
which pair of ob(ects are congruent and why.
/b*ecti#e ' 1ubric
@lement 4 &oints 1) &oints
)ddresses the 'uestion 0 real world e#ample < real world e#amples
Response 0 post < posts
)ccuracy 0 correct answer and no
reasoning
< correct answers and reasoning
for both
Total points KKKK:17
/b*ecti#e . Assessment
%imilar 9igures ,Answer t$e <uestion by creating an e+am&le2 making a &ower &oint2 or
words(-
1( 5escribe and com&are similar figures to non6rigid transformations(
/b*ecti#e . Possible Answer
1( %imilar figures $a#e t$e same s$a&e but different si:es( 5ilations are non rigid
transformations w$ere t$e &re6image and image are t$e same s$a&e and t$e same si:e(
Alignment of /b*ecti#es
/b*ecti#es Assessment
0), 0B, 0C *b(ective 0 )ssessment
<), <B, <C *b(ective < )ssessment
1), 1B, 1C *b(ective 1 )ssessment
3), 3B, 3C *b(ective 3 )ssessment
Part =: ontent %e<uencing and Instructional %trategies
%nstructional &e'uence
Sequence Description Objective
0 +efine rigid transformation 0
< +efine non rigid transformation <
1 +efine congruent figures 1
3 +efine similar figures 3
This unit focuses on the concept-related se'uencing as they were learned according to the
Common Core "eorgia Aerformance &tandards. The learner will progress through this
remediation in the same order it was learned. This se'uence begins with basic movement of
images on the coordinate plane. Ce#t, these images are not only moved on the coordinate plane,
but their size can become bigger or smaller. *nce students have learned how to move and change
the size of images, they have to identify if the pre-image and the image are congruent or similar.
@ach ob(ective in this unit builds on what was previously learned.
Lesson 1: 1igid Transformations
*b(ective 0B The student will define a rigid transformation
*b(ective 0)B The student will identify translations, rotations, and reflections
*b(ective 0BB The student will describe the movement of the three rigid transformations
*b(ective 0CB The student will perform a series of motion on images that are rigid
transformations
%nitial AresentationB &tudent will watch a slide show of the three types of rigid transformations.
&tudent will recall what rigid transformations are by identifying them through an online
interactive activity or by finding pictures of rigid transformations online and labeling them.
Tricarico L Jendol-Hoppey, <70<, p. 03!.
"enerative &trategyB &tudent will create a T.%.A term, information, picture! chart of the rigid
transformations. %n addition, the student will make up their own e#amples, solve them, and give
rationale for their answers Malman, Memp, /orrison, L Ross, <701, p. 093!
;+6B These strategies provide multiple means of e#pression because students are drawing,
writing, and making up their own e#amples.
Lesson 2: 8on61igid Transformations
*b(ective <B The student will define a non rigid transformation
*b(ective <)B The student will identify a dilation as a non rigid transformation.
*b(ective <BB The student will identify the role scale factor plays on a dilation.
*b(ective <CB To compare the characteristics of enlargements and reductions
/otivational &trategyB )sk learner to speculate what would happen if a figure was dilated by a
scale factor of 2 and by a scale factor of N. &tudent will be given the option of creating a power
point presentation to reflect on dilations or they can summarize using words. Tricarico L
Jendol-Hoppey, <70<, p. 03!.
%nitial AresentationB &tudent will watch a video of the steps taken to dilate an image. Ce#t,
student will differentiate between images that have been enlarged or reduced. Tricarico L
Jendol-Hoppey, <70<, p. 03!.
"enerative &trategyB &tudent will create picture e#amples of his or her own and label them as
either an enlargement or a reduction. &tudent also has the option of making a foldable with an
online template! using the terms dilation, enlargement, reduction, and scale factor Malman,
Memp, /orrison, L Ross, <701, p. 093!.
;+6B These strategies provide multiple means of e#pression because students are given the
opportunity to create picture e#amples or make foldables.
Lesson ': ongruent 9igures
*b(ective 1B The define congruent figures
*b(ective 1)B To identify congruent figures among shapes
*b(ective 1BB &tudent will describe the relationship between rigid transformations and
congruent figures.
*b(ective 1CB To describe the physical features of congruent figures
%nitial AresentationB &tudent will view a video song of congruent figures as well as watch a
powerpoint presentation. Tricarico L Jendol-Hoppey, <70<, p. 03!.
"enerative &trategyB &tudent will match figures that are congruent and identify which
transformation has taken place from the pre-image to the image Malman, Memp, /orrison, L
Ross, <701, p. 093!.
;+6B These strategies provide multiple means of action and e#pression because students are
re'uired to match and identify congruent figures.
Lesson .: %imilar 9igures
*b(ective 3B The student will define similar figures.
*b(ective 3)B &tudent will identify figures that are similar among many different shapes.
*b(ective 3BB &tudent will describe the physical features of similar figures.
*b(ective 3CB &tudent will compare similar figures and non rigid transformations.
/otivational &trategyB )sk learner to speculate the differences between congruent and similar
figures. )sk student to recall why congruent figures are rigid transformations and similar figures
are non rigid transformations. &tudent may do this using an online graphic organizer template,
venn diagram template, or by summarizing with words Malman, Memp, /orrison, L Ross,
<701, p. 093!.
%nitial AresentationB &tudent will view a slide show and video that focuses on similar figures.
Tricarico L Jendol-Hoppey, <70<, p. 03!.
"enerative &trategyB &tudent will be responsible for creating five sets of similar figures and
stating why they are similar and not congruent. This may be done by using power point template,
T%A Chart, or graphic organizer Malman, Memp, /orrison, L Ross, <701, p. 093!.
;+6B These strategies provide multiple means of representation and e#pression because students
are given the option of creating a power point, T%A chart, or graphic organizer.
References
Malman, H., Memp, O., /orrison, "., Ross, &. <701!. Designing Effective Instruction +anvers,
/)B Oohn $iley L &ons, %nc.
Tricarico, M., L Jendol-Hoppey, +. <70<!. Teacher 6earning through &elf-RegulationB )n
@#ploratory &tudy of )lternatively Arepared TeachersP )bility to Alan +ifferentiated
%nstruction in an ;rban @lementary &chool. !eacher Education "uarterly, #$0!, 014-
02..
Part >: 5esign of Instruction
%nstructional
&trategies
"oals *b(ectives ;+6 )ssessments
Lesson 1
The student will
create a Term,
%nformation,
Aicture Chart of
the rigid
transformations.
@#plains the
characteristics of
rigid
transformations
and differentiates
between
translations,
rotations, and
reflections.
/b*ecti#e 1: The
student will define
a rigid
transformation.
1A: The student
will identify
translations,
rotations, and
reflections.
10: The student
will describe the
movement of the
three rigid
6earners are
given multiple
means of
e#pression
because
students are
drawing,
writing, and
making up
their own
&tudents will take
a 'uiz over the
types of rigid
transformations,
with 'uestions
consisting of
translations,
reflections, and
rotations, using
the moodle 'uiz
transformations.
1: The student
will perform a
series of motion
on images that are
rigid
transformations.
e#amples. tool.
Lesson 2
The student will
analyze non rigid
transformations
dilations!
through power
points, videos,
and picture
e#amples.
%dentifies non
rigid
transformations
and differentiates
between
enlargements and
reductions.
/b*ecti#e 2: The
student will define
a non rigid
transformation
2A: The student
will identify a
dilation as a non
rigid
transformation
20: The student
will identify the
role scale factor
plays on a dilation.
2: To compare
the characteristics
of enlargements
and reductions
6earners are
given multiple
means of
e#pression
because
students are
creating
picture
e#amples or
making
foldables.
6earners will
answer the
'uestion, F$hy is
a dilation a type
of non rigid
transformation
and what role
does scale factor
play in this
transformationGH
&tudents may
answer this
'uestion by
creating a power
point, coming up
with e#amples, or
writing a
paragraph.
Lesson '
The student will
identify
congruent figures
through songs
and power points.
%dentifies
congruent figures
and understands
that congruent
figures are rigid
transformations
translations,
rotations, and
reflections!.
/b*ecti#e ': The
student will define
congruent figures.
'A: &tudent will
identify congruent
figures among
shapes
'0: &tudent will
describe the
relationship
between rigid
transformations
and congruent
figures.
': To
describe
the
6earners are
given multiple
means of
action and
e#pression by
using videos,
songs, and
power points
to review
information.
&tudents will post
a real world
e#ample of
congruent figures
to the moodle
discussion board
as well as an
e#ample of non
congruent figures.
They will be
re'uired to
respond to two
classmate=s post
and state which
pairs of ob(ects
are congruent and
why.
physical
features of
congruent
figures
Lesson .
The student will
identify similar
figures through
slide shows,
videos, power
points, and
graphic
organizers.
%dentifies similar
figures and
understands that
similar figures
are non rigid
transformations
dilations!.
/b*ecti#e .: The
student will define
similar figures.
.A: &tudent will
identify figures
that are similar
among many
different shapes
.0: &tudent will
describe the
physical features
of similar figures.
.: &tudent will
compare similar
figures and non
rigid
transformations.
&tudents are
given multiple
means of
action and
e#pression by
using multiple
tools for
construction
and
composition
creating
power points,
graphic
organizers!
6earners will be
given the task of
describing and
comparing similar
figures to non
rigid
transformations.
To respond,
students can
create e#amples,
make a power
point, or answer
the 'uestion in
words.
Aart .B ,ormative @valuation Alan
9ormati#e E#aluation Plan
0. AurposeB The purpose of this evaluation is to ensure proper instruction and remediation
are taking place so students will pass the Criterion Reference Competency Test. )lso, any
improvements that can be made in the module to make it better.
<. )udienceB The target participants in this evaluation are my students, and my sub(ect
matter e#pert /rs. Corma Chick. /rs. Chick has been a middle grades math teacher for
over thirty years which will allow her to give great feedback.
1. %ssuesB +id this instruction help the students recall information already learnedG +id the
learners en(oy the unit and was it beneficial. $hat aspects can % improve on as the
instructor to make the unit betterG $ere there any issues with the module that need to be
fi#edG
3. ResourcesB The resources needed to conduct this evaluation will be a computer and
internet access. httpsB::www.surveymonkey.com:s:+OQ"2R+
2. @videnceB %nformation from students of all ability levels will be re'uired to obtain
accurate evidence.
5. +ataB "athering Techni'uesB +ata will be gathered through the survey created on
httpsB::www.surveymonkey.com:s:+OQ"2R+
0. How helpful was this remediationG
<. )re you confident you will pass the CRCT because of this
remediationG
1. $hat did you en(oy the best about this moduleG
3. $hat did you en(oy the least about this moduleG
2. How could this module be improvedG
5. $hich lesson did you en(oy the mostG $hyG
9. $hich lesson did you en(oy the leastG $hyG
.. $hat was the most helpful aspect of this module power points,
videos, assessments, etc!G $hyG
9. )nalysisB The results from this evaluation will be analyzed by the feature on
surveymonkey.com. This website will analyze the survey results by 'uestion as well as
individual responses. %n addition to the surveymonkey.com feature, the sub(ect matter
e#pert, /rs. Chick will also analyze the data.
.. ReportingB The results will be reported back to the instructor myself!. )fter receiving
/rs. Chick=s feedback, % will make appropriate ad(ustments to the module.