One-to-One+Evaluation

Link to Instructional Analysis

 * One to One Evaluation **


 * Description of learners, materials, and procedures used. **

Participation by Subject Matter Expert

One 9th grade math teacher and one 12th grade math teacher from Harrisburg High with 1-5 years experience will be the one-to-one evaluators of the new way to teach students how to perform indicated operations on signed integers. They were chosen because these teachers are already serving the same population as the other teachers. They are considered subject matter experts because they are well trained in Learning Focused Strategies and are currently teaching at the high school level in the very school that the class will take place, and they have been exposed to teaching both Algebra and Geometry. The teachers will need to have the performance objectives in front of them, the instructional analysis, the unit of instruction and the tests as well as mini assessments through discussions as shown on http://ctogansltms500-01.wikispaces.com/Instructional+Strategy+%26+Learner+Participation.


 * Click on any the following links to see what will be provided to the subject matter experts: **

** 1. Instructional Sequence **
** 2. Performance Objectives ** ** 3. Instructional Materials and Assessments **

** Procedure **

**The evaluators will be told to evaluate the unit based on these questions and these procedures below relate to the instructional sequence Instructional Sequence :**
====1. Did the instruction guide the learners through the steps in how to create a T-Chart, and was the time provided adequate for the instruction provided. ====

**In addition to the above questions:**
1. Were the performance objectives clear and executed as stated in the instructional sequence? 2. Did the instruction align itself with the initial goal statement and analysis? 3. Is the content precise and contemporary? 4. Were the materials suitable in terms of: a. Vocabulary use and level b. Chunk size c. Learning sequence d. Group discussion will be used during the class to share thoughs and ideas e. Learner feedback f. Technology - Technology g. Learner participation activities h. Assessments i. Were the assessments appropriate? ii. Were the directions made clear to the learner? iii. Did the assessments create any attitudes?

5. Were the directions for all activities clear? 6. Did the activities allow time for any questions? 7. Was the T-Chart a useful tool in assisting students to remember integer operations?

**Revisions/Outcomes**

 * 1) **The 9th and 12th grade teachers both agreed that the instruction did accomplish the intended goals.**
 * 2) **The instruction did adhere to the time constraints, and there was enough time allowed for the instruction to be completed.**
 * 3) **The environment was quiet and free of noise except the heat turning on and off and the occasional cell phone ringing.**
 * 4) **There were more than enough examples included in the PowerPoint, so that the learners would not be confused about what the main objective’s purpose was.**
 * 5) **The instruction did present material that was congruent with the main goal.**
 * 6) **The learners were able to develop their own skills from the lesson, and some creativity was allowed to show other learners how different T-charts could possibly look, but also be correct.**
 * 7) **The instructor did not modify the lesson in any way that would steer the learner in the wrong direction, which could have confused the learner.**
 * 8) **The learners did learn how to create the T-chart, they knew how to use it as a reference and they were tested on how to use it as a reference and how to create the T-Chart and create their own reference guide about what they just learned.**
 * 9) **The materials were acceptable, and it was easily aligned with the objectives in the instructional design.**
 * 10) **The practice test was very precise and not in any way misleading.**
 * 11) **The instructor allowed time for questions and feedback in every step of the instructional sequence.**
 * 12) **The instructor carried out the instruction at a pace that achieved the objectives.**
 * 13) **The material was not difficult for the learners to follow because the entry skills were met and the learners were familiar with integers.**
 * 14) **The performance objectives were clear and executed as stated in the instructional analysis.**
 * 15) **The instruction did follow the goal statement and analysis.**
 * 16) **The content was up-to-date and precise.**
 * 17) **All the learners were familiar with the vocabulary. The chunk size was not too overwhelming. The learning sequence went in order of what was intended in terms of the addition and subtraction operations which were performed first and multiplication and division examples that were performed last. Group discussions were heavily encouraged to allow for learner feedback, ideas, how else could a T-Chart be used in math class, and how the learners felt this new way of referencing integer operations with students would work or not. The technology was used properly, and not too heavy. The learners were able to get up and move around the room to see other T-Charts from other groups or tables. The learners were able to exchange their ideas with one another and the instructor made sure that the discussion did not veer in the wrong direction. The directions were made clear to the learners and the purpose of it, and the assessments did not appear to create any attitudes. After every step in the sequence the instructor did ask if there were any questions. It was determined by the group that a T-Chart could be very useful for students to use as a reference for integer operations.**