Small+Group+Evaluation

= Small Group Evaluations =

__ ** Learner Characteristics ** __

===Teachers working in a 9-12th grade environment will take part in the learning. They have at least 4 years of education and most have at least a Bachelor of Science + credits. The average teaching experience for the math teachers vary between Algebra and Geometry. There is a group that has taught between 1-5 years and a group that has taught for 7 or more. Learners will be diverse from several races and ethnic backgrounds. ===


 * **Group of 16 learners**
 * **Measure learner performance from the pretest and posttests.**

====__ Procedures for Small Group Evaluation by Intended Learners __ ====

====While the materials are presented to the learner, the instructor will explain that a new way instructing students using familiar materials (graphic organizer) that has been designed to teach integer operations and that you would appreciate it if you could receive a reaction to this new way of instructing. If mistakes occur it is most likely due the new way of teaching the material and that the learners should keep an open mind about that fact. The assessor will ask each learner to execute each of the entry skills listed and make a note of any difficulties in performing these skills that the learner experienced. ====


 * Also, as the materials are presented, make note of any changes, additions or explanations that were needed by the learner.
 * Make note if the learner appears to be disinterested, becomes off task or displays any confusion by the unit.
 * Make note of how much time it took the learners to complete the survey, error analysis, practice tests, and pre-post-tests.

__Description of Intended Learners __
===Learners will be from all types of backgrounds and ability levels should be the same. Teaching experience will vary and some may have a more technical background than others. Not all have a pure Mathematical degree; some may have Engineering or Science degrees. === ===Learners will demonstrate the following entry skills and recall prerequisite skills and learners will demonstrate this knowledge by taking a survey that will allow them to describe the vocabulary below. ===

=== **__****The evaluators will be told to evaluate the unit based on these questions**** (see all underlined questions 1-8) __****__: __** ===

**1.** **__Is the context of this lesson achievable and did the instructor state the objectives?__**
 * Interpret what a negative or positive integer is
 * Interpret a number line
 * Demonstrate knowledge of how to interpret and/or write a negative and positive sign
 * Vocabulary usage will be provided and will include:
 * Graphic Organizer
 * Integer
 * Positive/Negative
 * Number Line
 * Reference Guide
 * Test

=__ **Pretest ** __=

The learner will be given a pre-test, using a google document on listing the rules for adding, subtracting, multiplying and dividing signed integers.

Learners will then discuss as a group their responses to determine if there are any differences in their responses.

The learners were selected because they all have similar experiences in the classroom environment. Years of discussion have determined that all learners feel that the largest problem their students have is integer operations.

**__2. Was there an environment that met the respect, focus and rapport for the learners?__**

__ **Environment: ** __
=== **Clas ****sroom equipped with projector, SmartBoard, desktop computers and space for personal laptops. ** ===

Learners will be grouped by subjects. Learners will all be arranged so that they can view the Smartboard and be sitting at tables.

The instructor will also be in the front with their own laptop that’s connected to the Smartboard.

**__3.Was there enough time for the learners to complete the required performance measures.__**

__ **Time: ** __
=== **One hour equipped with projector, and the second hour with paper and pencil, SmartBoard, desktop computers and space for personal laptops. ** ===

**__4.Did the materials meet the needs of the learners?__** __ **Materials ** __

**__5.Was the physical environment organized?__**

**<span style="border: 1pt none windowtext; font-family: Calibri,sans-serif; font-size: 11pt; font-weight: normal; padding: 0in;">Instructions for T-Chart (specifics) **
====<span style="line-height: 14.25pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; page-break-after: auto;">**<span style="font-family: Calibri,sans-serif; font-size: 11pt; font-weight: normal;">Things you’ll need: ** ==== ====<span style="line-height: 14.25pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; page-break-after: auto;">**<span style="border: 1pt none windowtext; font-family: Calibri,sans-serif; font-size: 11pt; font-weight: normal; padding: 0in;">Paper ** ==== ====<span style="line-height: 14.25pt; margin-bottom: 0in; margin-left: .5in; margin-right: 0in; margin-top: 0in; page-break-after: auto;">**<span style="border: 1pt none windowtext; font-family: Calibri,sans-serif; font-size: 11pt; font-weight: normal; padding: 0in;">Pencil ** ====

__ **<span style="color: black; font-family: Calibri,sans-serif; font-size: 12pt;">Assemble a T-Chart. ** __ How it’s created and used:
 * **<span style="font-family: Calibri,sans-serif; font-size: 11pt; font-weight: normal;">Fold a piece of paper lengthwise. **
 * **<span style="font-family: Calibri,sans-serif; font-size: 11pt; font-weight: normal;">Open the paper and draw a line along the crease. **
 * **<span style="font-family: Calibri,sans-serif; font-size: 11pt; font-weight: normal;">Draw a line at a right angle to the line drawn in step 2. This line should be made about 1 inch from the top of the paper. This is going to be the title line. ****<span style="font-family: Calibri,sans-serif; font-size: 11pt; font-weight: normal;">Use the T-chart to organize thoughts for this math assignment. On one half, write addition and on the other side write subtraction. Below each heading, write examples of each type of integer problem. **

Post-Test
** Procedure: **

Entry Skills Survey –
====<span style="line-height: 14.25pt; margin-bottom: .0001pt; margin: 0in; page-break-after: auto; text-indent: .5in;"> Pretest- [] ====

Given a picture of a negative and positive number, learners will be able to choose the negative number. Match the correct the correct word with the correct mathematical notation.
**__6.Were the learners engaged in the process of learning with the error analysis or T-Chart creation? Was anyone off task?__**


 * Error Analysis **
 * Instructor will ask for any examples of learner’s previous experience with errors made in calculations with equations and integer operations by students in their math classes and record their responses.
 * Instructor will the state those errors and determine which are the most profound.
 * Learners will record information about which errors are the most profound on a fist list(see fist list description).
 * Based on the fist lists, learners will discuss error categories independently.
 * Instructor will ask for learners to discuss how they can insert a new method for teaching students to retain the information without making any calculation errors.
 * Graphic Organizer **
 * Instructor will guide learner’s through folding an 8.5x11 in piece of paper in half, drawing a line horizontally and vertically through it in the shape of a T-Chart.
 * Instructor will then show the learner’s how to label one side addition and the other subtraction both of signed integers.
 * Instructor will show the learners how to place examples of each type of problem beginning with the simplest type and then inserting a brief explanation next to each example.

==== Practice Test - **<span style="color: black; font-family: Calibri,sans-serif; font-size: 9pt;">@https://spreadsheets.google.com/viewform?hl=en&formkey=dGYzcGNDT2ZJdHkwRDZRSV9SaTNZMFE6MQ ** ==== ==== **www.thatquiz.org** **<span style="color: black; font-family: Calibri,sans-serif; font-size: 9pt;">Test Code: ** **<span style="color: black; font-family: Calibri,sans-serif; font-size: 9pt;">BOYS1386 ** ====

**__7.Was there appropriate questioning and discussion techniques used?__** Group Discussions

**__8.Did the instructor provide feedback to the learners when they had questions?__**

Post-Test - http://ctogansltms500-01.wikispaces.com/Pre-Test+%26+Post-Tests

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 * Outcomes **
 * 1) Learners indicated that they had never thought of using error analysis as a way of showing students why they are making the mistakes they usually make. They also suggested making another chart with common errors so that they could make a connection with the correct way.
 * 2) Learners understand their objectives and understand why this new method is needed. They also included that several other algebra techniques could be done this way.
 * 3) Learners enjoyed the group discussions and felt that they were a part of the learning process.
 * 4) Learners added that an instructional video should be created for both teachers and students with the content presented.
 * 5) Learners indicated that this method of teaching would be very easy to use and teach to the students, but that teachers would need to have a file in the classroom that housed the T-Charts or else they would be lost.


 * Revisions **
 * 1) Each objective should have an essential question connected to it, and that it could be placed on a practice test for learners.
 * 2) A game could be used for a pre-instructional activity rather than an error analysis.