Blog#6: The Design of Eighth Grade Pre-Algebra

The general design process begins with an identified issue in need of resolution. It proceeds through a structured series of phases beginning with the acquirement of relevant research. Designers then reflect upon the information and utilize it to brainstorm possibilities until an optimal solution is determined. Instructional designers follow the same structured strategy, although the goal is more specific in that the process applies principles of learning to lesson planning.

In my Pre-Algebra class of 27 students, thirteen scored basic or below on the 2007 Mathematics PSSA. The remaining fourteen were on the borderline proficient. Eleven have IEPs, three are ESL, and one is deaf. The overarching goal, as dictated by administration, is to do whatever it takes to “get these kids proficient”.

I am fortunate enough to work in a district that has the resources to support students. There are four additional staff members assigned to this course and this amazing 5.4:1 student to staff ratio guarantees that students receive attention.

Bransford, Brown, and Cocking explain their four views regarding design of learning environments - learner centered, knowledge centered, assessment centered, and community centered.

The instruction is learner centered in that prior learning is recognized and built upon, using results of pre-tests and grouping students according to their current levels of understanding. Groupings change constantly.

Although I have always been “Ms. Yudt”, I am now “Miss”. We discuss that this term is one of deference and we marvel that yes – we can take the textbooks home to do homework! We emphasize the importance of being sensitive and respectful to all cultures.

Following the gauging of the students’ readiness levels, I design instruction that meets various learning styles. A recent lesson on angles was innately mathematical-logical, but I extended it linguistically (a-cute baby, obtuse moose), kinesthetically (“Aerobic Angles”), visual-spatially (pretzel stick angles), and musically (singing “All about Angles”– not especially popular with the eighth graders!). These knowledge-centered activities enhance the curriculum by engaging the learners in something other than textbook exercises, and the utilization of progressive formation ensures that the activities are developmentally appropriate.

Students have the opportunity to demonstrate understanding on summative assessments (1 quiz/test per unit) as well as on standardized tests. Formative assessments, such as a 3-2-1 tickets out and math jeopardy games, provide valuable, immediate feedback to both the students and me.

Parental involvement and support are key components to a successful working relationship with the students. For every “bad” call I make home, I make one “good” call. If parents are on-board, students are more likely to put forth effort in studying mathematics. We work as a community to increase the likelihood of success in the classroom.

Designing quality instruction takes time and energy. However, the investment is well worth it as students benefit and learning increases with effective teaching and clear, measureable goals, all incorporated into the instructional design process.



References
Bransford, J.D., Brown, A. L., & Cocking, R.R., Eds. (1999). How people learn: Brain, mind, experience and school. Washington, D.C.: National Academy Press.