Key Assessment Part I: Identification of a Learning Problem

Target Audience:
The population in which this plan will be implemented consists of
students aged 10-16 years in grades 6 through 8. These students have
varying levels of experience with technology and are on different skill levels
based on prior exposure to technology in the classroom. While some
students do not have immediate access to technology in their homes, there
is access at the school and local library that is free-of-charge. These students
will be in a core mathematics class and have grades ranging from average
ability to mastery of materials. At this point, none of the students are below
average ability.

Problem Identification:
With all things educational, new methods come and go. The field takes
a very cyclical path over the years and almost always seems to come back to
topics already attempted, but in a new and refreshing way. The current push
in the target school system, Taliaferro County School, is on teacher
effectiveness, student involvement, and a reduction in the use of the
traditional lecture method of teaching. The administration wants to see more
group-oriented, student-led, technologically-incorporated classrooms where
the teacher is more a facilitator and guide. In order to accomplish this,

teachers are being assessed using new models, new training techniques, and
new rubrics. The students being focused on for these improvements are
unaccustomed to a discovery style classroom. In order to improve their
chances of success, this plan attempts to give students more responsibility
for their learning and sets the teachers role as that of learning guide.
In order to give the students more responsibility, teachers could
employ the use of the Khan Academy--a program funded by the Bill and
Melinda Gates Foundation. The Khan Academy is an interactive tool for
student learning, assessment, and tracking. The program allows teachers,
listed as coaches, to set classes, goals, and lessons for students. The
students are encouraged to move at their own pace, moving on when
prepared. Assessments are provided at the end of each section and within
sections to monitor student progress. Measuring student responsibility is a
difficult task, but through a study of preparedness for class, ability to perform
functions in class, and completed assessments the teacher could measure
the success of the students based on their ability to take control of their
learning. In a simplified form, if students are able to succeed, they are
completing the assigned work and being responsible; else, they may need
extra assistance--which can be provided by the learning guide--or the
students may not be completing the work and are therefore considered
irresponsible.
As students become accustomed to the student-responsibility model,
the teacher become more a facilitator of learning and can then concentrate

efforts on those students who are falling behind. When students are given
responsibility of their learning, they alone hold the blame for failure. As the
model is improved, the teachers will provided deeper and more complex
lessons for the students to learn outside of class, guide instruction during
class, and provide students with a class that is less focused on lecture and
more on problem-solving and real-world applications of concepts learned.
Students have been shown to be more invested in their work if they are able
to connect with the materials in a meaningful way.
Through an examination of previous test scores and in-class practice, it
has been noted that students are lacking the ability to complete tasks that
are vital to probability. As probability is a large part of the CRCT (Criterion
Reference Competency Test) for this grade level, the students need to
improve their scores in order to succeed and move on to the next gradelevel. Using the aforementioned tool, the Khan Academy, the students will
take responsibility for their learning and improve their scores on the
probability portion of the CRCT. Since the students do not seem to grasp the
concepts as wholly as the CRCT requires, the students will use the online tool
in order to better their understanding of probability concepts and achieve
mastery of content. This online tool will allow students to pace themselves,
move on when they are comfortable, practice their skills, and communicate
with others regarding the subject materials. I believe that in this online
environment, the students will be more willing to participate and ask
questions because they will not have the fear of face-to-face embarrassment

or failure. They alone will be held accountable for their failures and
successes.

Instructional Goals:
Students will be able to logon to the Khan Academy website.
Students will be able to establish a profile.
Students will be able to join a class.
Students will use the pacing guides and advice from the teacher to choose
a lesson and corresponding assessment to complete.
Students will be able to apply skills learned to classroom activities.
Students will be able to self-assess through reflections.
Students will be able to peer-guide based on personal experiences.
Students will be able to show growth in involvement in peer-discussions.
Students will be able to improve testing scores on the probability portion of
the CRCT.

Key Assessment Part II: Learner Analysis

Introduction:
The learners being analyzed for this study come from a small
community in middle Georgia. The county in which most of the students
reside has a population of approximately 2000 people as of the 2010 census.
The class is a 7th grade group of 12 students; made up of 5 girls and 7 boys.

Of the 12 students, 3 are Caucasian and 9 are Black American. Within this
group, 4 students have been held back once while the rest are on track.
There is one female student who is new to the school and the
scores/background information is unavailable. Within the class, 3 of the
students have educational accommodations provided by a 504 plans and are
occasionally served by a paraprofessional when the staff is available. A
majority of the children come from single parent homes or have a primary
care-giver that is not their immediate family member. The information was
obtained through interviews with community members, administration, and
fellow teachers.
Entry Skills and Prior Knowledge:
- Able to communicate feelings, concerns, and questions in an appropriate
manner.
- Mastery of basic skill sets: reading, writing, and mathematics.
- Able to perform basic computer skills: log in, use web-browser, and use
search engines.
- Able to log in and navigate the Khan Academy website.
Students were assessed using various tests and in-class experiences.
These students have been assessed over the course of several years and
have been with the same teacher for the past 3 years, allowing the teacher
the ability to assess the students without an entirely formal method. The
tests used to measure students ability levels include teacher-made content

tests, state-created standardized tests, and in-class experiences such as

homework and classwork.
Attitudes Towards Content and Academic Motivation:
The entire class acknowledged the ineffectiveness of the classic lecture
structure of teaching. With that understanding, the students could not come
to a unanimous decision for a better method. Four of the students proposed
a group-work structure, 3 proposed a concentration of textbook work at
home and performance work in school, and the remaining 5 students
proposed an online, at-home portion with an in-school, group-work structure
essentially, the majority voted for a combination of the other two
suggestions. All but 3 of the students classified themselves as proficient at
computer skills. Based on an informal classroom survey, 10 of the students
wanted to learn in a new way and the remaining 2 had no opinion.
However, the difficulty will be in the availability of technology. Of the 12
students, 3 do not have internet access and home and 6 do not have an
internet-enabled phone.
Educational Ability Levels:
Based on last years CRCT scores, 91% of students passed the CRCT
and 45% exceeded in Language Arts and Reading with 72% pass and 36% in
Mathematics. Of these students, only one student was given the Georgia
Alternative Assessment and therefore was not included in the scores. Based
on the classroom teaching, the students are at varied levels in Mathematics

and ELA and all but 4 of the students need constant redirection and extra
practice.
General Learning Preferences:
The majority of the students voted for an increase in group-work and
wanted to have more control of their learning. When asked how they would
like to take control though, none of the students could provide any examples.
After prompting, the students requested that more projects be offered and
would like to have competitions in order to increase involvement and
enthusiasm.
Attitude Toward Teachers and School:
Based on student interviews, the students expressed a great respect
for the classroom teacher, but admitted a lack of respect and motivation for
the school environment. 3 of the students said that they would not come to
school if they did not have to, while 5 others said they only came because it
was right. The remaining 4 students informed the teacher that they came to
school every day in order to better their lives and planned on going to
college. 10 of the students explained that they felt the school was poor,
dirty, and lacked adequate facilities. While the school is in a rural
environment, the student reactions are quite exaggerated.
Group Characteristics:
The community is the smallest and poorest in the state of Georgia. The
school is rated as a Title 1 school with 95% of the students enrolled
considered impoverished according to the Georgia Department of Education

Report Card. One student is 16 years old, two are 14, six students are 13,
and the remaining three are 12 years old. Many of the students do not come
to school appropriately dressed, properly bathed, or prepared for class. On
average, the teacher gives the middle school students 40 pieces of paper
and 10 pencils each day. Education does not seem to be valued in the
community and that attitude is reflected in the students behavior. For
example, only 3 parents came to open house at the beginning of the year
and the teacher has only been able to consistently contact 4 parents over
the course of a year. It is the hope of the teacher that a change in the
teaching method will increase student motivation and respect for the
learning environment.

Key Assessment Part III: Task Analysis

Task Analysis
This study has been done using a combination of topic and procedural
analysis. This was done in order to adequately cover the definitions and
basics needed to complete the work as well as the procedures and
navigation involved with the task. In order to completely cover the needed
steps, I created a profile on the website www.KhanAcademy.com and
completed the process as a student would, rather than the teacher profile
that is already active. This allowed me to cover any steps that I would not
have considered as a teacher. Doing so allowed me to think as the student
might thinkincluding making mistakes. As I ventured around the website,

completing tasks and assignments, I noted the steps to complete the

assignment and the steps that followed. As a teacher, there are quite a few
steps I would not have considered, like reading through the comments and
questions for each unit. However, I thought about steps that a student might
not, such as reporting a specific problem within the videos or modules. Those
steps were included in my outline because some students might catch those
errors as wellthey often do in class as I am teaching. This way, I am able to
consider the ability levels of students from the basic to the advanced.
The topic analysis involved facts and definitions such as up-vote,
scratchpad, and node. The concepts being covered are math-based, which
is something the students will learn as they complete each node of the
learning goal. The procedural analysis was the major focus because of the
physical interactions and inputs required by the students. Without the input
from the students, the website will not move forward. As such, I completed
both the topic and procedural analysis simultaneously so as to include items
as I came across them, thereby completing the unit in a natural and cohesive
manner.
As I am the only teacher in my school attempting to use this
technology, I am my own Subject Matter Expert. My background in
mathematics, engineering, and accounting allow me to access a library of
prior knowledge that applies to many areas of middle school mathematics.
My bachelors degree in middle school education from Georgia Southern

University and coinciding scores on my certification exam suffice as my

credentials to teach the subject materials. Currently, I am completing my
Masters Degree in Instructional Technology which gives me insight regarding
the appropriate use of technology in the classroom.
The following is the result of my topic and procedural analysis with the
input from my SME and included details.

Task Analysis Outline

1. Log in to Khan Academy Website
1.1 Log in with existing account
1.2 Sign in with Facebook
1.3 Sign in with Google
1.4 Forgotten Password
1.4.1 Reset password using security questions and email address.
2. Click on the Khan Academy Dashboard
2.1 Choose option Mastery Challenge in order to practice materials and
achieve a mastery status through various assessment completions.
2.2 Choose option Next Up for You to see a recommendation of
materials to be covered based on quizzes taken and mastery levels
achieved.
3 Click option Learn to go to the area of the website that allows students
to learn new materials.

 3.1 Click on subject, Math.

3.1.1 Choose appropriate grade level: 7
3.1.1.1 Choose content topic: Probability
3.1.1.1.1 Choose content focus: Basic probability concepts
4. Click on first Taska focus point for the chapter on probability.
4.1 Watch the video provided covering basic probability concepts and
everyday applications of probability.
4.2 Take notes on concepts presented
4.2.1 Copy examples provided
4.2.2 Write vocabulary and definitions
4.3 Read Comments before asking questions
4.3.1 Up-vote or down-vote comments based on degree of help.
4.3.1.1 Up-vote for helpful and down-vote for unhelpful.
4.4 Ask question, if applicable
4.4.1 Read advice about posting questions
4.4.2 Report Mistakes/Problems
4.4.3 Join the General Discussion
4.4.4 Post Questions to board
4.4.4.1 Wait for response
4.4.4.1.1 Up-vote (helpful)
4.4.4.1.2 Down-Vote (not helpful)
4.5 Move to next Nodenext video and topic within a task.

 4.5.1 Repeat steps 4.1 through 4.4 from previous

4.6 Complete mid-chapter assessment
4.6.1 Read question
4.6.2 Open scratchpadan on-screen area to use as working paper
4.6.2.1 Use space provided for working-out to assist in problem solving
4.6.3 Check answer formatsonly certain formats are acceptable
4.6.4 Ask for hint
4.6.4.1 If having trouble, ask for hint on problem.
4.6.5 Check answer
4.6.5.1 Amend answer if wrong
4.6.5.2 Ask for hint/help
4.6.6 Move to next question
4.6.6.1 Repeat steps 4.6.1 through 4.6.5
4.6.7 Practice again
4.6.7.1 If needed, practice again
4.6.7.2 Else, move on to next topic
4.6.7.2.1 Learn new stuff, onward!
4.7 Move to next node
4.7.1 Repeat steps 4 through 4.5 from node above.
4.8 Complete Node assessment
4.9 Complete final chapter assessment
4.9.1 Practice again

 4.9.2 Move on
4.10 Back to Learn
4.10.1 Click Subject
4.10.2 Click Grade
4.10.3 Click Topic
4.11 Back to Topic within grade and subject area.
4.11.1 Node completed will be highlighted in blue and have links as
clicked
4.11.2 Nodes not complete will not have blue highlight.
4.11.3 Nodes note completed but started will be half highlighted in
blue.
4.12 Community Questions
4.12.1 Read questions
4.12.2 Answer if you can provide help
4.12.3 Ask your own questions
4.12.4 Up-vote or Down-vote.
4.14 Click Learn
4.14.1 Select Knowledge Map
4.14.1.1 Alternate view of interconnected skills and skill sets
4.14.1.2 Can search by skills, skill set, topic, or just randomly click
around the map.

 4.14.1.2.1 Once a skill node has been activated on the map, student
will be taken to task that is associated.
4.14.1.2.2 Can then view videos, lessons, and complete assessment
as desired.

Key Assessment Part IV: Instructional Objectives

Instructional Objective 1:
Apply knowledge of basic probability to developing feedback on a video
about more advanced probability models.
Obj 1.A: Criticize videos on probability regarding validity of information.
Obj 1.B: Evaluate videos based on content and helpfulness.
Obj 1.C: Provide written feedback on video.

Instructional Objective 2:
Select appropriate feedback to give to other users regarding content,
concepts, and applications.
Obj 2.A: Create threads that promote deep learning and collaboration.
Obj 2.B: Restate concepts and ideas to others on the website.
Obj 2.C: Rate user feedback in forums.
Obj 2.D: Participate in peer-tutoring without prompting.

Instructional Objective 3:

Support a working probability model under peer-review.

Obj 3.A: Distinguish between theoretical probability and experimental
probability.
Obj 3.B: Set up a valid theoretical probability model for others to complete
and critique.
Obj 3.C: Utilize internet utilities to show preference to posting rather than
anonymity.

Performance-Content Matrix
Content
Fact
Concept
Principles and
Rules
Procedure

Performance: Recall

Performance: Application

1, 2.B, 3.A,

N/A

1, 1.A, 1.B, 1.C, 2, 2.A, 2.B,

3.A

1, 1.A, 1.B, 2.A, 2.B, 3, 3.B

2.A, 2.B, 2.C, 3, 3.B,

2.A, 2.B, 3, 3.B,

2.D, 3, 3.B

2.D, 3, 3.B

Interpersonal

1, 1.A, 1.B, 1.C, 2, 2.A, 2.B, 2.C,

2.D, 3, 3.B, 3.C

Attitude

1.A, 1.B, 1.C, 2, 2.A, 2.C, 2.D, 3,

3.C

Objective-Standard Correlation Matrix

Instructional
Objective
1
1.A
1.B

Content Standard
MCC7.SP.5 Understand that the probability of a
chance event is a number between 0 and 1 that
expresses the likelihood of the event occurring.
Larger numbers indicate greater likelihood.

1.C
2
2.A
2.B
2.C
2.D

3
3.A
3.B

MCC7.SP.6 Approximate the probability of a chance

event by collecting data on the chance process that
produces it and observing its longrun relative
frequency, and predict the approximate relative
frequency given the probability.
MCC7.SP.5 Understand that the probability of a
chance event is a number between 0 and 1 that
expresses the likelihood of the event occurring.
Larger numbers indicate greater likelihood.
MCC7.SP.7 Develop a probability model and use it to
find probabilities of events. Compare probabilities
from a model to observed frequencies; if the
agreement is not good, explain possible sources of
the discrepancy.
MCC7.SP.7a Develop a uniform probability model by
assigning equal probability to all outcomes, and use
the model to determine probabilities of events.
MCC7.SP.8c Design and use a simulation to generate
frequencies for compound events.

3.C

Key Assessment Part V: Development of Assessments

Many of my assessments will be in the form of responses based on individual
experiences from the students posted as thoughts in forums or as comments
to videos. Due to this, the responses could have any number of outcomes
and answers. To appease the requirements of the assignment though, some
sample scenarios have been included with a grading check-list applied at the
end of the examples:
Lesson One: Basic Concepts Overview
Objectives:
Apply knowledge of basic probability to developing feedback on a video
about more advanced probability models.
Obj 1.A: Criticize videos on probability regarding validity of information.
Obj 1.B: Evaluate videos based on content and helpfulness.
Obj 1.C: Provide written feedback on video.
Assessment: Students will be assessed using a feedback flowchart. The
students will provide feedback as per the objectives and the teacher will go
through the sections, evaluating the students responses using the flowchart.
UDL: The students will be provided with options for both executive functions
as well as means of communication. Students will be given choices when
they are to respond, how they are to respond, and about the content which
they are to respond. Beyond this, students will be provided with options for
self-regulation. While they will be required to complete assignments about

materials they may not be intrinsically motivated about, they will be able to
self-regulate their pace and feedback so that they can develop a sense of
their own abilities and limitations. This will also help students develop coping
and pacing skills (CAST, 2011).
Artifacts:
-In response to the video on tree-diagramming population samples: What do
I do if I have a group of three to create from my given materials? The video
only says how to create trees for sets of two!
-An example of a poorly developed response (needs to be more specific): I
dont get it.
-In response to a lengthy video with a poor narrator: The guy is too boring. I
get the stuff he taught, but I was just so bored. I think he should try to sound
more excited. If he sounds bored, then I will GET bored, SMH.
-An example of an unacceptable response to a video: Cool video. I learned a
lot.

Rubric:

Yes
Is comment
developed?

Did student
post a
comment?

No
Score:
0/5

No

Yes
Is comment
constructive?

Score:
1/5

No

Yes
Did the
comment
provide specific
feedback?

Score:
2/5
No

Yes

Score:
3/5

Did the
comment align
with the
materials?

No
Score:
4/5
Yes
Score:
5/5

Lesson Two: Deepen the Understanding

Objectives:
Select appropriate feedback to give to other users regarding content,
concepts, and applications.
Obj 2.A: Create threads that promote deep learning and collaboration.
Obj 2.B: Restate concepts and ideas to others on the website.
Obj 2.C: Rate user feedback in forums.
Obj 2.D: Participate in peer-tutoring without prompting.
Assessment: Students will be discussing the concepts with other students
and teachers in forums, on discussion boards, and in comments sections of
the videos. In order to assess the students feedback, the teacher will use the
provided flowchart to determine the students involvement and depth.
UDL: Students will be developing a learning community on the website.
Because of the nature of their communication and the supportive
environment, students can use self-regulating strategies as well as have
options for motivation. Students can develop intrinsic motivations through
helping others and finding their own abilities. Students are also given options
regarding means of communication and executive skills. The students can
communicate using text, presentation of problems and questions, and a
scaled rating system (CAST, 2011).
Artifacts:

-In response to a video about combinations: Why do I have to come up with

the whole population sample? Thats too much work. Isnt there a way to find
out how many combinations there are without having to do all the work?
-In response to a video with Lebron James providing a question regarding the
probability of making 10 free-throws in a row: I cant believe that King James
only has a .05% chance of making 10 free-throws in a row! The math cant be
right! How is that possible?!
-In response to another students question about population samples: We
were taught the tree, but we didnt like it. Our teacher told us about a way to
create a chart to make the population samples instead. Its great! But, it only
works if you are creating pairs. Ill post a pic for you. Hope it helps!
-An example of an unacceptable response to peer comments: Me too.

Rubric:

Yes
Is comment
developed?

Did student
post a
comment?

No
Score:
0/5

No

Yes
Is comment
constructive?

Score:
1/5

No

Yes
Did the
comment
encourage
others to
respond?

Score:
2/5
No

Yes

Score:
3/5

Did the
comment align
with the
materials?

No
Score:
4/5
Yes
Score:
5/5

Lesson Three: Application of Knowledge

Objectives:
Support a working probability model under peer-review.
Obj 3.A: Distinguish between theoretical probability and experimental
probability.
Obj 3.B: Set up a valid theoretical probability model for others to complete
and critique.
Obj 3.C: Utilize internet utilities to show preference to posting rather than
anonymity.
Assessments: Students will be required to create a probability model that is
experimental and a probability model that is theoretical. The student will also
be required to create a probability model that combines both. The students
will also need to be able to defend their hypothesis and provide
mathematical reasoning to prove the validity of their statements. These
aspects will be graded using a checklist for completion.
UDL: The students will be provided with options primarily for executive functions. Students
will need to decide how to create their model so that another student could understand the
reasoning as well as mathematical process. This gives the student many options for decision
making as well as means of communication. Students will be given choices regarding how they
are to respond to anothers comments, about the content they want to include in their comment,
and when to comment in return. Students will be provided with options for self-regulation as
well. While they will be required to complete assignments about materials they may not be

intrinsically motivated about, they have the option to select their own topic for their probability
models. This should allow the students to develop a sense of intrinsic motivation while their
grade will be an extrinsic motivator. Students will be able to self-regulate their pace and
feedback as well, so that they can develop a sense of their own abilities and limitations regarding
the topics. If students need more help, they have discovered their limitations, will need to cope,
and then correct (CAST, 2011).
Artifacts:
-As a post about theoretical and experimental probability: I can make a
three-point shot from the top of the key about 50% of the time. I think that I
can make 5 shots for every 10 that I attempt. In reality though, I only made 4
for the 10, but made the next shot, which makes 5 of 11. So my theoretical
probability was off, but only by a bit.

Criteria:

Grade:

Is model clear?

____/ 2

Is model original in content?

____/ 2

Does the model cover theoretical probability?

____/ 5

Does the model cover experimental

probability?

____/ 5

Is the student able to defend the model?

____/ 3

Is the defense mathematical in origin?

____/ 5

Is the model completed and logical from start

to finish?

____/ 3

Final Score:
Rubric:

__________/25

Any quiz assessments that the students choose to attempt are

provided within the module and will be generated by a question bank that is
handled by the website and generated randomly based on student
responses. These assessments can be attempted an indefinite amount of
times, have a hint option, and provide students with working scratch pads
and a calculator. The scores are created based on an algorithm that
considers the time used on each question, number of attempts needed, and
student success.
The discussion posts, comments, and forum posts are based on
student experiences and can be adjusted based on how the the students are
feeling and thinking. Because of the discussion and community nature of the
assignments, the students can pace themselves and decide when is an
appropriate time to post and be an active, contributing member of the online
community. The teacher will be able to keep up with student posts and
contact students to guide them in their posts and help them further develop
their responses so that they are more appropriate and thorough. But,
because of the community nature, the other students can also provide this
feedback without the need for teacher interference. In this way, students
develop their own sense of appropriate responses, ethical arguments and
comments, and responsibility to respond to others.

Key Assessment Part VI: Instructional Sequence

Lesson 1: Basic Concepts Overview

Instructional Objective 1:
Apply knowledge of basic probability to developing feedback on a video
about more advanced probability models.
Obj 1.A: Criticize videos on probability regarding validity of information.
Obj 1.B: Evaluate videos based on content and helpfulness.
Obj 1.C: Provide written feedback on video.

Initial Activity: Students will view materials presented by subject matter

experts (teachers, professors, etc.) regarding probability (Morrison, 2012,
204-205). Students will be shown worked-out examples and attempt
problems along with the video (Morrison, 2012, 198).

Generative Strategy: Once students finish viewing the presentation, they will
be asked to rate the video based on information presented, helpfulness, and
ease of materials. Following that, the students will complete assessments
provided at the end of each video clip regarding the materials presented.
This will check student understanding and provide them with instant
feedback regarding their understanding. If students do not pass the

assessment, they may retake the assessment until they are able to earn a
passing score.

Differentiation: Students will be working at their own pace because they can
pause the video, rewind, watch a section multiple times, and take as long as
they need to in order to understand the steps required. Also, because the
students will be reviewing and critiquing videos, they will develop a deeper
understanding of appropriate critiquing skillsfair, helpful, and constructive
feedback.

Lesson 2: Deepen the Understanding

Instructional Objective 2:
Select appropriate feedback to give to other users regarding content,
concepts, and applications.
Obj 2.A: Create threads that promote deep learning and collaboration.
Obj 2.B: Restate concepts and ideas to others on the website.
Obj 2.C: Rate user feedback in forums.
Obj 2.D: Participate in peer-tutoring without prompting.

Initial Activity: Students will review materials presented by subject matter

experts (teachers, professors, etc.) regarding probability from the previous
lesson (Morrison, 2012, 204-205).

Generative Strategy: Once students have completed their critique and

practiced to the point of feeling confident in their abilities, they will be able
to participate in peer discussions via the comments section and forums on
the website (Morrison, 2012, 150-152, 208). These group discussion will help
the students to create connections to the materials and store the knowledge
required for application of concepts (Morrison, 2012, 150-152). Students will
not only be posing questions, but also answering peers questions (Morrison,
2012, 214). This sense of accomplishment will help increase student
independence and motivation.

Differentiation: Students will be working at their own pace because they can
go back to the previous videos for review and take as long as they need to in
order to understand the steps required. With the students participating in
peer discussions they will develop a deeper understanding of appropriate
conversational techniques as well as solidifying mathematical concepts.

Lesson 3: Application of Knowledge

Instructional Objective 3:
Support a working probability model under peer-review.
Obj 3.A: Distinguish between theoretical probability and experimental
probability.

Obj 3.B: Set up a valid theoretical probability model for others to complete
and critique.
Obj 3.C: Utilize internet utilities to show preference to posting rather than
anonymity.

Motivational Activity: Students often enjoy creating things and being able to
show off what they know. The students will be encouraged to do their best
in proving that they know more than the other students on the website. This
strategy often works in the classroom because children generally enjoy being
the best at what they do. (Chen, 2014, p. 289)

Initial Activity: Once students have reviewed their discussion posts, feedback
from peers, and practice problems, they will be invited to pose a question
and answer to their peers (Morrison, 2012, 204-205). This question and
answer challenge will be presented as a competition style activity. (Chen,
2014, 289). Students will use the initial activity time to brainstorm ideas,
review concepts, and to ensure that they are covering all of the concepts
learned. (Morrison, 2012, 208).

Generative Activity: The students will attempt to create as difficult a

probability model as possible in order to show their understanding of all the
concepts of probability that they have learned. Students will be required to
incorporate all the materials from the lesson and to show mastery of

materials via challenge problems within the larger project (Morrison, 2012,
213-214). During this time, students will also be critiquing and providing
feedback on other students projects. In this sense, students will be working
on a group project to create the most difficult problem they can come up
withmaking the activity one that is sure to challenge their minds (Morrison,
2012, 150-152).

Differentiation: Students will be working at their own pace to create a

problem using the materials they have been presented with as well as
feedback and ideas given from peers. In this way students are given ample
time, feedback, and chances to correct their work prior to finalizing and
reporting for a grade.

Key Assessment Part VII: Design of Instruction

Lessons

Goals

Objectives

UDL

Assessments

Lesson 1 (Basic
Concepts): The
student will
watch a video
about probability
concepts, take
notes, and be
involved in peerdiscussion
boards.

Apply basic
concepts of
probability to
peer-discussions.

Instructional
Objective 1:
Apply
knowledge of
basic probability
to developing
feedback on a
video about more
advanced
probability
models.
Obj 1.A:
Criticize videos
on probability
regarding
validity of
information.
Obj 1.B:
Evaluate videos
based on content
and helpfulness.

Students will
have options for
communication
as well as
expression.
Students can
determine their
own pace and
ability levels.
Students will
have options for
motivation based
on intrinsic and
extrinsic factors.

Objective 1:
Students develop
feedback in the
comments
section of the
video based on
information
provided.

Apply
knowledge of
probability to
improve scores
from pre-test to
post-test.

Obj 1.A:
Students will
provide
constructive
criticism in the
forums based on
other users
questions.
Obj 1.B:
Students will rate
videos on a
thumbs up or
thumbs down
scale for
usefulness and
clarity.

Lessons

Goals

Objectives

UDL

Assessments

Lesson 2
(Deepen the
Understanding):
The student will
be required to
start a thread on
the discussion
board about the
concepts that
invites others to
comment.

Apply concepts
of probability to
peer-discussions
while
challenging self
and others to
think about
concepts in new
ways.

Instructional
Objective 2:
Select
appropriate
feedback to give
to other users
regarding
content,
concepts, and
applications.
Obj 2.A: Create
threads that
promote deep
learning and
collaboration.
Obj 2.B: Restate
concepts and
ideas to others on
the website.
Obj 2.C: Rate
user feedback in
forums.
Obj 2.D:
Participate in
peer-tutoring
without
prompting.

Students will be
provided with
Peer-assistance,
extra practice,
self pacing, and
control of
learning. These
options will
allow students to
have a new sense
of motivation and
encouragement
that is developed
from the self and
peers.

Obj 2:
Students will
provide feedback
that is directly
aligned with
content.

Apply
knowledge of
concepts and
discussions to
deepen the
understanding of
materials,
thereby creating
stronger
connections.

Obj 2.A:
Students will
respond to others
in a manner that
promotes highorder thinking
and
collaboration.
Obj 2.B:
Students will
relate the
concepts to
others in a
manner
appropriate for
learning.
Obj 2.C:
Students will
provide a
thumbs up or
thumbs down
rating based on
students
comments in the
forums.
Obj 2.D:
Students will
provide unprompted
assistance to
other students
based on their
own experiences.

Lessons

Goals

Lesson 3
(Application of
Knowledge):
Student will
create a working
probability
model using the
concepts learned
from the videos
for other students
to attempt and
critique.

Collaborate with
peers, application
of concepts, and
effective use of
comments and
suggestions.

Objectives

Instructional
Objective 3:
Support a
working
probability
model under
peer-review.
Apply skills and Obj 3.A:
knowledge to a
Distinguish
performance
between
assessment being theoretical
rated and
probability and
reviewed by
experimental
peers.
probability.
Obj 3.B: Set up
a valid
theoretical
probability
model for others
to complete and
critique.
Obj 3.C: Utilize
internet utilities
to show
preference to
posting rather
than anonymity.

UDL

Assessments

Students will
have control of
learning, selfpacing options
and
opportunities,
peer-review, and
freedom of
expression
options to allow
them to succeed.

Obj 3:
Students will
justify reasoning
for selected
constructions in a
probability
model.
Obj 3.A:
Students will
clearly
distinguish
between
theoretical and
experimental
probability
within a working
probability
model.
Obj 3.B:
Students will
develop a a
theoretical
probability model
using content
from the
instructional
videos.
Obj 3.C:
Students will
post frequently in
order to be
considered active
participants.

Key Assessment Part VIII:

In order to grow and change my lessons as needed, I will need to
receive feedback from various sources. The primary source of feedback will
come from my students. Those that are using my lesson on a regular basis
will have the most experience and feedback to provide. The students will be
given a survey to complete using short responses and a number scale.
Students will be given a mid-lesson surveyto ensure that I am covering the
materials and meeting the student needs as the module is being completed.
The final survey will require students to provide constructed feedback as well
as scaled feedback. This survey design will be used because the method for
collecting student feedback is effective and it is easy to complete, can be
completed by an entire class at one time and can be completed quickly. If
students are confronted by the teacher regarding the module in a one-onone environment, they may feel pressured to skew their answers. But, given
an anonymous survey, students are more likely to be truthful and
forthcoming with their thoughts and opinions.
Due to the design of my lesson, I will require two Subject Matter
Experts in order to accurately evaluate the effectiveness of my module. It
will be quite easy for me to have the former mathematics teacher review my
module for effective instruction and content. The former math teacher is a
veteran teacher with 21 years of experience. He has been teaching math for
at least 10 of those years, has a bachelors degree and a masters degree,

and is a prominent figure in the community. When it comes to the online

portion of the module, I will have the media specialist review the ease of use
and quality of resources. She holds a bachelors degree and a masters
degree, has experience in web-design, and has been a media specialist
dealing with technology, websites, and education being used in unisonfor a
few years now. While it is inconvenient to use two SMEs, I feel that this is my
best course of action for reviewing the materials. If I use only the math
teacher, the technological side with suffer in evaluation; however, if I use
only the media specialist, the content area could go unnoticed. In covering
the two different areas of evaluation, all critics will use the same format and
survey to evaluate the resources. In doing so, I can ensure that the
evaluations are accurate and equalthat way one area isn't biased. The
subject matter experts will be interviewed based on the prompts attached;
there will be two interview sheets because the data being evaluated by each
SME will be different.
Once the data sheets have been collected, I will examine the
qualitative data based on statistical studies of data variations. This will be
done by looking at the standard deviations on the scaled portion to find any
outliers and to find an average rating on each portion. The outliers will be
considered based on the constructed response portion of the survey. In this
way, I can ensure that there was not a student who simply does not like me
or the materials, causing the results to be skewedleading to unnecessary

time spent on revisions. Each constructed response item will be reviewed

and then assigned a rating of 1 or 2: 1 being unsatisfactory and 2 being
satisfactory. The rating will be used to find areas that need to be improved
based on the responses from the students and SMEs. The reason for a 1 or a
2 is to prevent me from rating areas in the middle, which can often lead to
complacency and negligence of an area that needs revision. I feel that
through the use of this mixed survey, I will be able to find any areas of
weakness and improve upon them quickly and with effective changes
thanks to the help of the student feedback.

Survey of Learning Module:

Arenal-Mullen

Probability Module

Answer each and every question using honesty and respect. Use the back for
additional space.
1) How would you rate the difficulty of the given materials? (1-Easy 5-Too difficult)
1
2
3
4
5
2) How would you rate the navigability of the module? (1-Easy to navigate 5-too
confusing to navigate)
1
2
3
4
5
3) How would you rate the difficulty of the assessments? (1-Easy 5-Too difficult)
1
2
3
4
5
4) How would you rate the assessments alignment with the topics taught? (1-Not
aligned 5-aligned entirely)
1
2
3
4
5
5) How would you rate the videos used for content? (1-Confusing 5-Thorough)
1
2
3
4
5
6) How would you rate the real world applications of the videos? (1-Could not relate
5-relatable in every way)
1
2
3
4
5
7) How would you rate the helpfulness of the forums? (1-Not helpful 5-Very helpful)
1
2
3
4
5
8) How would you rate the forums regarding community orientation? (1-Standoffish 5-Very friendly)
1
2
3
4
5
9) How would you rate the overall effectiveness of the module? (1-Ineffective 5Very Effective)
1
2
3
4
5
10)
How would you rate the usefulness of the module? (1-Useless 5-Useful)
1
2
3
4
5
11)
Would you recommend the module for use next year? (yes/no)
Yes
No
12)
What was the best part of the module? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
13)
What was the worst part of the module? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

14)
If you could change anything, what would it be? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
15)
Use this area for any comments, concerns, suggestions, or thoughts
regarding the module, content, and others.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Subject Matter Expert Interview:

Mathematics SME Interview Questions:
-Based on the materials, would you say that the module is aligned with the
state standards?
-Do you think that the materials covered were covered thoroughly? How
could the subjects be covered in a more effective way?
-This module is designed with student involvement being the key factor. Do
you think the discussion requirements helped students to better understand
and connect with the materials? Could this have been done in another, more
effective way?
-As the module was designed for discussion, do you think the final
assessment was appropriate or should it have been designed in a
quantitative, standard, test based way? Please, explain.
-Are there any other concerns or comments regarding the module?

Technology SME Interview Questions:

-Have you heard of the Khan Academy before today? What do you know
about it?
-Based on what you have seen of the module, do you think that this module
effectively used the website as a base for this lesson?
-Could there have been a better alternative for teaching in this method?
-Should students be required to provide feedback on the utilities and
portions of websites that they use? How does this requirement affect
students?
-Are there any other comments or concerns regarding the module?

References

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield,
MA: Author. Chen, Z.-H. (2014). Facilitating learning preferences and
motivation of different ability

students for social-competition or

self-competition. Educational Technology & Society,

17 (1), 283293.

Morrison, Gary R. (2012) Designing Effective Instruction (7th ed.). John Wiley
& Sons.

VitalBook file.