Case Study:
Your team should be working together to review the same short lesson your team selected for Module 4. Review Module 5 contents to complete the following tasks:
1. Identify all the changes involved in the principle, and write a generality that includes the changes and the relationship among the changes. References are needed.
Your team should be working together to review the same short lesson your team selected for Module 4. Review Module 5 contents to complete the following tasks:
1. Identify all the changes involved in the principle, and write a generality that includes the changes and the relationship among the changes. References are needed.
Our group had a Skype chat to discuss the Week 9 case study. For Module 5 our group’s lesson was on converting fractions to percentages which is a linear procedure with no branching procedures or decision steps.
The learner will be able to convert a fraction to a percent.
1. Divide the numerator by the denominator
2. Multiply the answer by 100
3. Round the answer to the specified place value
1. Divide the numerator by the denominator
2. Multiply the answer by 100
3. Round the answer to the specified place value
4. Add a percent sign
According to Eiriksdotti (2011) including principles in instructions for procedural tasks may help learners understand and complete tasks. When students encounter more complex problems that require them to determine how they should convert a fraction they would need to use a process principal.
2. Share the proposed media selection for modifying the instruction as appropriate to each change for your Case Study. Clearly define the forms of behaviors applied to the changes.
Reigeluth (199) states that dynamic demonstrations should be used in instruction when possible with mediums such as video or computer assisted instruction. Our group found 2 modifications we could make to the instruction for converting fractions. They will benefit from being able to convert between the various representations and knowing when to apply the procedures for each conversion. Students will need to learn to convert fractions to mixed numbers, decimals, fractions and percents.
Dynamic Example #1:
Video: http://www.khanacademy.org/math/arithmetic/fractions/v/converting-fractions-to-decimals Students can view the video to reinforce the procedures for converting fractions or as a tutorial if they are still struggling to complete tasks.
Dynamic Example #2”
Students that are interested in music will find this video enjoyable. It has a catchy tune and describes the steps to converting fractions in simple terms with visual examples.
Both of these examples will help the students describe what should occur and the steps they should occur in. This would be an example of what Reigeluth refers to as description in the application of the principle.
References
Eiriksdottir, A. (2011). The role of principles in instructions for procedural tasks: timing of use, method of study, and procedural instruction specificity (Doctoral dissertation). Georgia Institute of Technology, Atlanta , Georgia
Reigeluth, C. (1999). Principles for teaching invariant tasks. Retrieved April 2, 2012, from http://www.indiana.edu/~idtheory/methods/m2e.html
I like the Fraction Conversion song from Watch Know Learn. My students love anything with catchy beat and I know from experience that students have no trouble memorizing the lyrics to songs that they like. According to Prescott (2005) educators using music in the math classroom see it as “an effective way to have students embed anything they need to learn for mastery or to memorize." If they enjoy music and can memorize formulas because of a catchy tune or make up their own lyrics we should encourage it.
ReplyDeleteReference
Prescott, J. O. (2005). Music in the classroom. Instructor, 114(5), 29-76.
I really do like this and other Khan Academy videos to support and supplement the lesson. My students have complimented on how they enjoy the color and additional examples that can be viewed on their mobile devices just about anywhere. The Khan videos along with their transcripts provided students with instruction they can pause and play as needed.
ReplyDeleteCan your team post the Skype records? Thanks!
ReplyDeleteDr. Shannon,
ReplyDeleteI have sent you an email.
Another useful media tool is Brain Pop. My ESOL students love how the videos break down each topic into small chucks in simple language mixed with great visuals, so that they can understand the concepts. The link to the video about converting fractions to decimals is http://www.brainpop.com/math/numbersandoperations/convertingfractionstodecimals
ReplyDeleteThe extra bonus to Brain Pop is the quizzes at the end of each video. It is a great way to collect data and assess that the students' understanding.