Report 2

Report 2 Instructional Components

Principles of Instructional Design
Michelle Wood

Report 2

Performance Objectives
The performance objectives were derived from the overall learning goal in report one. The
learning goal is, The learners will be able to identify and model proportional relationships given
multiple representations, including tables, graphs, equations, diagrams, verbal descriptions and
real world situations (7.RP.2) using a digital device and the following technologies: Google
Classroom, SKITCH, Nearpod, Padlet and ALEKS. They will be able to identify the unit rates as
the constant of proportionality and use equations to model proportionality. Students should also
be able to label the graph of a proportional relationship with key features using digital
applications. Students should be able to work collaboratively to create a study tool by describing
a scenario. The specific objectives for this goal are prescribed as follows:
In a classroom setting, using a blended learning model with small group instruction,
students will be able to determine proportional relationships given a graph, table, or
equation, by circling their answer; either proportional or non-proportional, with 90%
accuracy, using Nearpod with submission via Google Classroom. (Referred to throughout
this report as Objective One.)

In a classroom setting, using a blended learning model, students will be able to

independently recognize and compute the constant of proportionality using a table, a
graph, or an equation by identifying the key feature of the given with 90% accuracy,
using the digital app Skitch via Google Classroom. (Referred to throughout this report as
Objective Two.)

In a classroom setting, using a blended learning model, students will be able to work with
a partner and use the graph of a proportional relationship to explain the meaning of
specific points (possible examples: origin, unit rate) in the context of the situation with at
least 80% accuracy, by posting their real world explanation to Padlet via Google
Classroom. (Referred to throughout this report as Objective Three.)

In a classroom setting, using a blended learning model, students will be able to work
independently on digital content, using ALEKS math to practice 7th grade math standards
as determined by the ALEKS Math learning continuum algorithm. (Referred to
throughout this report as Objective Four).

Sample Assessments
Objective One: Students will be asked to circle whether given situations are proportional or nonproportional. A sample slide is shown below, or you may access the entire Nearpod presentation
with the digital file (available at http://michellelynnwood.weebly.com/report-2.html).

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Objective Two: The following checklist will be used to assess the student created SKITCH. An
example for students to review, and which meets all criteria of the checklist is pictured below on
the right.

Origin

Unit Rate

The origin is labeled.

The unit rate is labeled.

Yes _____

Yes _____

No _____

No _____

The origin meaning is

accurately explained.

The unit rate is

accurately explained.

Yes _____

Yes _____

No _____

No _____

Objective Three: The Padlet will be assessed using the following rubric. The example pictured
below the rubric is posted to the Padlet for student reference.

2
Proportional

A proportional table or

0
The table or graph is not

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Graph or Table

graph is selected.

proportional

Origin Discussed

The post correctly

identifies the origin and
explains its meaning for
the story accurately and
clearly.

The post correctly

identifies the origin, but
the meaning does not fit
the story or is unclear.

The origin is incorrectly

stated or is omitted.

Constant of
Proportionality

The post correctly

identifies the constant
of proportionality and
explains its meaning for
the story accurately and
clearly.

The post correctly

identifies the constant
of proportionality, but
the meaning does not fit
the story or is unclear.

The constant of
proportionality is
incorrectly stated or is
omitted.

Real World
Relation

The post correctly

represents a real world
situation in regards to
the graph or table. The
story is complete.

The post attempts to

completely represent a
real world situation, but
is unclear or missing
components.

The post does not have

a coherent story, is
confusing, or does not
represent the table or
graph.

Grammar

The post is free of

grammatical and
spelling errors.

The post has a few

grammatical or spelling
errors.

The post has several

grammatical and/or
spelling errors.

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Objective Four: Using the time and topic report I will monitor how much progress students are
making at the independent station.

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Instructional Sequence
Students will complete the warm-up, and then go over the warm-up with the teacher. There will
be whole group instruction on the objectives of the lesson and the directions for each of the
lesson components. Students will open all of the necessary media for the lesson and then split
into two groups. The first group will start on Nearpod; the second group will start on ALEKS.
Students will then work on the Nearpod with the teacher before moving on to the SKITCH
activity. After about 12 minutes students working independently on the Nearpod will move on to
SKITCH, the others will move on within five minutes. When students have completed their
SKITCH, they will start the Padlet activity. When both activities are completed students will
move on to ALEKS. Students should have both digital activities complete within 17 minutes.
This leaves 15 minutes at the end of class for students to work on ALEKS. The second group will
start on ALEKS, and follow the same instructional sequence. This group will have more students
that will choose to work independently, and will thusly move on to the digital learning more
quickly. If students finish their digital components early, they can get back on ALEKS.

Instruction at the teacher station will be in the form of a Nearpod. Students will take short notes
from the content slides. The teacher will discuss the slides with students, and then give a
formative assessment slide to measure understanding of content. There are four assessment slides
throughout the Nearpod to assess understanding of each of the three skills being introduced.

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At the end of class students will be given collective feedback on the lesson and will be asked to
provide feedback for the lesson as well. They will provide feedback on the lesson with a closure
activity of a Google Classroom post that is to complete a Google Form.

Pre-instructional Activities
Students will complete the warm-up when entering the classroom. The warm-up will serve as the
pre-assessment. After we go over the warm-up students will open the necessary digital
components to be prepared for each of the rotational stations. Students will need to open
SKITCH, Google Classroom, Padlet, Nearpod, and ALEKS. Having these items open prior to
getting to their station will maximize instructional time and minimize technology related
questions. The objectives for each station will be discussed as a whole group, as will the
directions for each station (these will also be posted on Google Classroom and at each station). A
group leader will be selected for each group to assist with technology or directions.

Information and Example

All information for the unit will be provided via the Nearpod. The Nearpod is used to deliver the
content for this lesson. An example slide from each objective is listed for each of the objectives.
Objective One: Since the first objective requires that all slides in the Nearpod are covered, there
are two slides pictured that will not be posted for the other objectives.

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Objective Two: Since objective two asks students to label features of a graph, the following slide
is the slide that discussed proportional graphs.

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Objective Three: The Nearpod specifically addresses proportional tables which some students
will choose for their Padlet. The Nearpod does not directly discuss real world scenarios; instead,
they are discussed with each of the practice slides with the teacher in small group instruction.

Objective Four: The delivery of instruction will be from the digital learning content provider
ALEKS math. The instruction is based on individual student needs and cannot be provided for all
learners in this report. The instruction is delivered with worked examples for students in their
individual learning domains. Students have a lot of practice with this site and are able to navigate
the site without a lot of support from the teacher.

Practice and Feedback

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Immediate practice and feedback was offered for objective one using the draw it feature on
Nearpod. That information is provided below in each of the objectives. Also noted below is how
the objectives were measured in regard to the specifically stated medium that goes with each.
Objective One: There were several slides that measured understanding of the Nearpod. Feedback
was provided verbally, by the teacher throughout the lesson. It is possible that students also
received feedback from their peers during this portion of the lesson. The following slide is
practice and feedback for identifying the constant of proportionality in a graph. This is the stretch
for this activity and will be discussed more in future lessons.

Objective Two: Objective two requires students to work with graphs, the following two slides
show the practice of whether the graphs are proportional or not, students were asked verbally to
place a red dot on the origin, and a green dot on the constant of proportionality. The group
discussed a story for each of the graphs pictured, regardless of whether they were proportional.
The feedback was immediate for the Nearpod. Feedback for the SKITCH was provided via
Google Classroom the following day. A participation grade was given; no formal grade was
associated with the activity.

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Objective Three: Objective three requires students to work with tables or graphs. Since we have
already covered the practice slides for graphs, the slides pictured below are the practice slides for
tables. Students were verbally instructed to circle the origin in red, and to circle the constant of
proportionality in green. Immediate verbal feedback was given by the teacher and other students.
Students discussed situations that could be represented by the tables in preparation for the Padlet
Activity. Feedback for that activity was provided to students, by other students, the following
day in a round robin format. The teacher circulated during the round robin to ensure that student
feedback was constructive, accurate, and friendly.

Objective Four: The entire objective is practice. This practice it aimed at individual student
needs. Students practice within the given modules and receive immediate feedback via ALEKS.

Strategies for Teaching

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This lesson will be taught in a blended learning model. Information from all four stations will be
available at the stations and on Google Classroom.
Objective One: The Nearpod will be put on homework mode so that students can work at their
pace. Students will start out working with the teacher, if they would like to move ahead they may
do so and the teacher will monitor their progress. If students are struggling independently they
will be asked to rejoin small group. Students in this group must remain in this group, until the
switch regardless of how they are working. Allowing students to work at their own pace gives
them the ability to move on, while still being monitored for any misconceptions. Once students
have submitted their work on the draw it slides, the teacher will select one to project to discuss
misconceptions.
Objective Two: Since this is a labeling activity students will work independently to label a graph
with the special features, the origin and the constant of proportionality, or unit rate. The unit rate
was learned in the last unit, and the only new information for this station is the vocabulary.
Students are taught in this unit that constant of proportionality is the same as unit rate. When unit
rate was introduced, other words were introduced, although not covered in depth.
Objective Three: Students will work on this activity with a partner. Each will be required to post
their own post and own interpretations, but students will be able to give and receive feedback
before posting. The discussion will promote mathematical speaking, the use of vocabulary, and
will give students motivation for completing a real world situation that shows their
understanding. Because this station has multiple components, students work in pairs instead of
individually to lessen the amount of interaction and direction required by the teacher.
Objective Four: Students will work independently on their unique learning path. They have a
routine of showing work when working in ALEKS and are able to do this independently.
Students are able to discuss with other students if they get stuck, or may signal to the teacher for
assistance.

Media Selections and Rationale

Nearpod Nearpod was chosen as a delivery tool for the primary instruction. This media, in
particular, allows students to work at their desired pace, and provides opportunities for the
teacher to monitor learning through assessment opportunities embedded in the presentation.
Students are able to go back and review slides if necessary and can refer to the practice problems
during the completion of similar problems.
SKITCH Since the objectives require students to identify parts of and label graphs, this media
was chosen for its dynamic labeling choices. Students enjoy using this app and it will keep them
engaged in their individual learning station. The app is easy to use, students are familiar with the

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app, and student leaders find it easy to guide struggling students allowing the teacher to focus on
the teacher directed station.
Padlet The objectives require students to recognize the constant of proportionality from a table
and a graph, and to be able to interpret the table or graph for a real world situation. Having
students create this in a pair and then post it to a Padlet offers students the opportunity to analyze
and constructively critique others work. This skill, although not required in this lesson, is
required in the following lesson where students use this assignment with a follow up lesson.
ALEKS ALEKS is the digital content offered and required by Horry County School District. It
is used daily in the classroom and students have specific requirements they must meet each
week.
Google Classroom Google Classroom is used regularly in the classroom to deliver and assess
instruction. Students use this forum to pose questions to other students, and to the teacher, when
working on classroom assignments. Students are familiar with the technology and need little
support when using this technology. All assignments, links, and directions will be posted here so
that students have a centralized location to work with in the rotations.

Pre & Post Tests

The following picture shows a sample of assessment items from the pre and post assessments.
The same questions were used for both; however graphs, tables, and equations were changed for
some questions. Each question from the pre-test was given a parallel question on the post test,
and students were given feedback on the pre-test immediately following the instruction from
todays lesson.

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