Key Assessment Part I: Identification of a Learning Problem

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Target Audience:
The population in which this plan will be implemented consists of students aged 10-16
years in grades 6 through 8. These students have varying levels of experience with technology
and are on different skill levels based on prior exposure to technology in the classroom. While
some students do not have immediate access to technology in their homes, there is access at the
school and local library that is free-of-charge. These students will be in a core mathematics class
and have grades ranging from average ability to mastery of materials. At this point, none of
the students are below average ability.

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Problem Identification:
With all things educational, new methods come and go. The field takes a very cyclical
path over the years and almost always seems to come back to topics already attempted, but in a
new and refreshing way. The current push in the target school system, Taliaferro County School,
is on teacher effectiveness, student involvement, and a reduction in the use of the traditional
lecture method of teaching. The administration wants to see more group-oriented, student-led,
technologically-incorporated classrooms where the teacher is more a facilitator and guide. In
order to accomplish this, teachers are being assessed using new models, new training techniques,
and new rubrics. The students being focused on for these improvements are unaccustomed to a
discovery style classroom. In order to improve their chances of success, this plan attempts to

give students more responsibility for their learning and sets the teachers role as that of learning
guide.
In order to give the students more responsibility, teachers could employ the use of the
Khan Academy--a program funded by the Bill and Melinda Gates Foundation. The Khan
Academy is an interactive tool for student learning, assessment, and tracking. The program
allows teachers, listed as coaches, to set classes, goals, and lessons for students. The students
are encouraged to move at their own pace, moving on when prepared. Assessments are provided
at the end of each section and within sections to monitor student progress. Measuring student
responsibility is a difficult task, but through a study of preparedness for class, ability to perform
functions in class, and completed assessments the teacher could measure the success of the
students based on their ability to take control of their learning. In a simplified form, if students
are able to succeed, they are completing the assigned work and being responsible; else, they may
need extra assistance--which can be provided by the learning guide--or the students may not be
completing the work and are therefore considered irresponsible.
As students become accustomed to the student-responsibility model, the teacher become
more a facilitator of learning and can then concentrate efforts on those students who are falling
behind. When students are given responsibility of their learning, they alone hold the blame for
failure. As the model is improved, the teachers will provided deeper and more complex lessons
for the students to learn outside of class, guide instruction during class, and provide students with
a class that is less focused on lecture and more on problem-solving and real-world applications
of concepts learned. Students have been shown to be more invested in their work if they are able
to connect with the materials in a meaningful way.

Through an examination of previous test scores and in-class practice, it has been noted
that students are lacking the ability to complete tasks that are vital to probability. As probability
is a large part of the CRCT (Criterion Reference Competency Test) for this grade level, the
students need to improve their scores in order to succeed and move on to the next grade-level.
Using the aforementioned tool, the Khan Academy, the students will take responsibility for their
learning and improve their scores on the probability portion of the CRCT. Since the students do
not seem to grasp the concepts as wholly as the CRCT requires, the students will use the online
tool in order to better their understanding of probability concepts and achieve mastery of content.
This online tool will allow students to pace themselves, move on when they are comfortable,
practice their skills, and communicate with others regarding the subject materials. I believe that
in this online environment, the students will be more willing to participate and ask questions
because they will not have the fear of face-to-face embarrassment or failure. They alone will be
held accountable for their failures and successes.

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Instructional Goals:
Students will be able to logon to the Khan Academy website.
Students will be able to establish a profile.
Students will be able to join a class.
Students will use the pacing guides and advice from the teacher to choose a lesson and
corresponding assessment to complete.
Students will be able to apply skills learned to classroom activities.
Students will be able to self-assess through reflections.

 Students will be able to peer-guide based on personal experiences.

Students will be able to show growth in involvement in peer-discussions.
Students will be able to improve testing scores on the probability portion of the CRCT.

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Key Assessment Part II: Learner Analysis

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Introduction:
The learners being analyzed for this study come from a small community in middle
Georgia. The county in which most of the students reside has a population of approximately
2000 people as of the 2010 census. The class is a 7th grade group of 12 students; made up of 5
girls and 7 boys. Of the 12 students, 3 are Caucasian and 9 are Black American. Within this
group, 4 students have been held back once while the rest are on track. There is one female
student who is new to the school and the scores/background information is unavailable. Within
the class, 3 of the students have educational accommodations provided by a 504 plans and are
occasionally served by a paraprofessional when the staff is available. A majority of the children
come from single parent homes or have a primary care-giver that is not their immediate family
member. The information was obtained through interviews with community members,
administration, and fellow teachers.
Entry Skills and Prior Knowledge:
- Able to communicate feelings, concerns, and questions in an appropriate manner.
- Mastery of basic skill sets: reading, writing, and mathematics.
- Able to perform basic computer skills: log in, use web-browser, and use search engines.

- Able to log in and navigate the Khan Academy website.

Students were assessed using various tests and in-class experiences. These students have
been assessed over the course of several years and have been with the same teacher for the past 3
years, allowing the teacher the ability to assess the students without an entirely formal method.
The tests used to measure students ability levels include teacher-made content tests, state-created
standardized tests, and in-class experiences such as homework and classwork.
Attitudes Towards Content and Academic Motivation:
The entire class acknowledged the ineffectiveness of the classic lecture structure of
teaching. With that understanding, the students could not come to a unanimous decision for a
better method. Four of the students proposed a group-work structure, 3 proposed a concentration
of textbook work at home and performance work in school, and the remaining 5 students
proposed an online, at-home portion with an in-school, group-work structureessentially, the
majority voted for a combination of the other two suggestions. All but 3 of the students classified
themselves as proficient at computer skills. Based on an informal classroom survey, 10 of the
students wanted to learn in a new way and the remaining 2 had no opinion. However, the
difficulty will be in the availability of technology. Of the 12 students, 3 do not have internet
access and home and 6 do not have an internet-enabled phone.
Educational Ability Levels:
Based on last years CRCT scores, 91% of students passed the CRCT and 45% exceeded
in Language Arts and Reading with 72% pass and 36% in Mathematics. Of these students, only
one student was given the Georgia Alternative Assessment and therefore was not included in the

scores. Based on the classroom teaching, the students are at varied levels in Mathematics and
ELA and all but 4 of the students need constant redirection and extra practice.
General Learning Preferences:
The majority of the students voted for an increase in group-work and wanted to have
more control of their learning. When asked how they would like to take control though, none of
the students could provide any examples. After prompting, the students requested that more
projects be offered and would like to have competitions in order to increase involvement and
enthusiasm.
Attitude Toward Teachers and School:
Based on student interviews, the students expressed a great respect for the classroom
teacher, but admitted a lack of respect and motivation for the school environment. 3 of the
students said that they would not come to school if they did not have to, while 5 others said they
only came because it was right. The remaining 4 students informed the teacher that they came
to school every day in order to better their lives and planned on going to college. 10 of the
students explained that they felt the school was poor, dirty, and lacked adequate facilities. While
the school is in a rural environment, the student reactions are quite exaggerated.
Group Characteristics:
The community is the smallest and poorest in the state of Georgia. The school is rated as
a Title 1 school with 95% of the students enrolled considered impoverished according to the
Georgia Department of Education Report Card. One student is 16 years old, two are 14, six
students are 13, and the remaining three are 12 years old. Many of the students do not come to
school appropriately dressed, properly bathed, or prepared for class. On average, the teacher

gives the middle school students 40 pieces of paper and 10 pencils each day. Education does not
seem to be valued in the community and that attitude is reflected in the students behavior. For
example, only 3 parents came to open house at the beginning of the year and the teacher has only
been able to consistently contact 4 parents over the course of a year. It is the hope of the teacher
that a change in the teaching method will increase student motivation and respect for the learning
environment.

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Key Assessment Part III: Task Analysis
Task Analysis
This study has been done using a combination of topic and procedural analysis. This was
done in order to adequately cover the definitions and basics needed to complete the work as well
as the procedures and navigation involved with the task. In order to completely cover the needed
steps, I created a profile on the website www.KhanAcademy.com and completed the process as a
student would, rather than the teacher profile that is already active. This allowed me to cover any
steps that I would not have considered as a teacher. Doing so allowed me to think as the student
might thinkincluding making mistakes. As I ventured around the website, completing tasks
and assignments, I noted the steps to complete the assignment and the steps that followed. As a
teacher, there are quite a few steps I would not have considered, like reading through the
comments and questions for each unit. However, I thought about steps that a student might not,
such as reporting a specific problem within the videos or modules. Those steps were included in
my outline because some students might catch those errors as wellthey often do in class as I

am teaching. This way, I am able to consider the ability levels of students from the basic to the
advanced.
The topic analysis involved facts and definitions such as up-vote, scratchpad, and
node. The concepts being covered are math-based, which is something the students will learn
as they complete each node of the learning goal. The procedural analysis was the major focus
because of the physical interactions and inputs required by the students. Without the input from
the students, the website will not move forward. As such, I completed both the topic and
procedural analysis simultaneously so as to include items as I came across them, thereby
completing the unit in a natural and cohesive manner.
As I am the only teacher in my school attempting to use this technology, I am my own
Subject Matter Expert. My background in mathematics, engineering, and accounting allow me to
access a library of prior knowledge that applies to many areas of middle school mathematics. My
bachelors degree in middle school education from Georgia Southern University and coinciding
scores on my certification exam suffice as my credentials to teach the subject materials.
Currently, I am completing my Masters Degree in Instructional Technology which gives me
insight regarding the appropriate use of technology in the classroom.
The following is the result of my topic and procedural analysis with the input from my
SME and included details.

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Task Analysis Outline
1. Log in to Khan Academy Website
1.1 Log in with existing account

 1.2 Sign in with Facebook

1.3 Sign in with Google
1.4 Forgotten Password
1.4.1 Reset password using security questions and email address.
2. Click on the Khan Academy Dashboard
2.1 Choose option Mastery Challenge in order to practice materials and achieve a
mastery status through various assessment completions.
2.2 Choose option Next Up for You to see a recommendation of materials to be covered
based on quizzes taken and mastery levels achieved.
3 Click option Learn to go to the area of the website that allows students to learn new
materials.
3.1 Click on subject, Math.
3.1.1 Choose appropriate grade level: 7
3.1.1.1 Choose content topic: Probability
3.1.1.1.1 Choose content focus: Basic probability concepts
4. Click on first Taska focus point for the chapter on probability.
4.1 Watch the video provided covering basic probability concepts and everyday
applications of probability.
4.2 Take notes on concepts presented
4.2.1 Copy examples provided
4.2.2 Write vocabulary and definitions
4.3 Read Comments before asking questions

 4.3.1 Up-vote or down-vote comments based on degree of help.

4.3.1.1 Up-vote for helpful and down-vote for unhelpful.
4.4 Ask question, if applicable
4.4.1 Read advice about posting questions
4.4.2 Report Mistakes/Problems
4.4.3 Join the General Discussion
4.4.4 Post Questions to board
4.4.4.1 Wait for response
4.4.4.1.1 Up-vote (helpful)
4.4.4.1.2 Down-Vote (not helpful)
4.5 Move to next Nodenext video and topic within a task.
4.5.1 Repeat steps 4.1 through 4.4 from previous
4.6 Complete mid-chapter assessment
4.6.1 Read question
4.6.2 Open scratchpadan on-screen area to use as working paper
4.6.2.1 Use space provided for working-out to assist in problem solving
4.6.3 Check answer formatsonly certain formats are acceptable
4.6.4 Ask for hint
4.6.4.1 If having trouble, ask for hint on problem.
4.6.5 Check answer
4.6.5.1 Amend answer if wrong
4.6.5.2 Ask for hint/help

 4.6.6 Move to next question

4.6.6.1 Repeat steps 4.6.1 through 4.6.5
4.6.7 Practice again
4.6.7.1 If needed, practice again
4.6.7.2 Else, move on to next topic
4.6.7.2.1 Learn new stuff, onward!
4.7 Move to next node
4.7.1 Repeat steps 4 through 4.5 from node above.
4.8 Complete Node assessment
4.9 Complete final chapter assessment
4.9.1 Practice again
4.9.2 Move on
4.10 Back to Learn
4.10.1 Click Subject
4.10.2 Click Grade
4.10.3 Click Topic
4.11 Back to Topic within grade and subject area.
4.11.1 Node completed will be highlighted in blue and have links as clicked
4.11.2 Nodes not complete will not have blue highlight.
4.11.3 Nodes note completed but started will be half highlighted in blue.
4.12 Community Questions
4.12.1 Read questions

 4.12.2 Answer if you can provide help

4.12.3 Ask your own questions
4.12.4 Up-vote or Down-vote.
4.14 Click Learn
4.14.1 Select Knowledge Map
4.14.1.1 Alternate view of interconnected skills and skill sets
4.14.1.2 Can search by skills, skill set, topic, or just randomly click around the map.
4.14.1.2.1 Once a skill node has been activated on the map, student will be taken to
task that is associated.
4.14.1.2.2 Can then view videos, lessons, and complete assessment as desired.

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Key Assessment Part IV: Instructional Objectives

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Instructional Objective 1:
Apply knowledge of basic probability to developing feedback on a video about more advanced
probability models.
Obj 1.A: Criticize videos on probability regarding validity of information.
Obj 1.B: Evaluate videos based on content and helpfulness.
Obj 1.C: Provide written feedback on video.

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Instructional Objective 2:
Select appropriate feedback to give to other users regarding content, concepts, and applications.

Obj 2.A: Create threads that promote deep learning and collaboration.
Obj 2.B: Restate concepts and ideas to others on the website.
Obj 2.C: Rate user feedback in forums.
Obj 2.D: Participate in peer-tutoring without prompting.

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Instructional Objective 3:
Support a working probability model under peer-review.
Obj 3.A: Distinguish between theoretical probability and experimental probability.
Obj 3.B: Set up a valid theoretical probability model for others to complete and critique.
Obj 3.C: Utilize internet utilities to show preference to posting rather than anonymity.

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Performance-Content Matrix
Content
Fact
Concept
Principles and Rules
Procedure

Performance: Recall

Performance: Application

1, 2.B, 3.A,

N/A

1, 1.A, 1.B, 1.C, 2, 2.A, 2.B,

3.A

1, 1.A, 1.B, 2.A, 2.B, 3, 3.B

2.A, 2.B, 2.C, 3, 3.B,

2.A, 2.B, 3, 3.B,

2.D, 3, 3.B

2.D, 3, 3.B

Interpersonal

1, 1.A, 1.B, 1.C, 2, 2.A, 2.B, 2.C,

2.D, 3, 3.B, 3.C

Attitude

1.A, 1.B, 1.C, 2, 2.A, 2.C, 2.D, 3,

3.C

!
!
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Objective-Standard Correlation Matrix
Instructional Objective
1
1.A
1.B

Content Standard
MCC7.SP.5 Understand that the probability of a chance
event is a number between 0 and 1 that expresses the
likelihood of the event occurring. Larger numbers indicate
greater likelihood.

1.C
2
2.A
2.B
2.C
2.D

3
3.A
3.B

MCC7.SP.6 Approximate the probability of a chance event by

collecting data on the chance process that produces it and
observing its long-run relative frequency, and predict the
approximate relative frequency given the probability.
MCC7.SP.5 Understand that the probability of a chance
event is a number between 0 and 1 that expresses the
likelihood of the event occurring. Larger numbers indicate
greater likelihood.
MCC7.SP.7 Develop a probability model and use it to find
probabilities of events. Compare probabilities from a model
to observed frequencies; if the agreement is not good, explain
possible sources of the discrepancy.

MCC7.SP.7a Develop a uniform probability model by

assigning equal probability to all outcomes, and use the
model to determine probabilities of events.

MCC7.SP.8c Design and use a simulation to generate

frequencies for compound events.
3.C

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!
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Key Assessment Part V: Development of Assessments

Many of my assessments will be in the form of responses based on individual experiences from
the students posted as thoughts in forums or as comments to videos. Due to this, the responses
could have any number of outcomes and answers. To appease the requirements of the assignment
though, some sample scenarios have been included with a grading check-list applied at the end of
the examples:
Lesson One: Basic Concepts Overview
Objectives:
Apply knowledge of basic probability to developing feedback on a video about more advanced
probability models.
Obj 1.A: Criticize videos on probability regarding validity of information.
Obj 1.B: Evaluate videos based on content and helpfulness.
Obj 1.C: Provide written feedback on video.
Assessment: Students will be assessed using a feedback flowchart. The students will provide
feedback as per the objectives and the teacher will go through the sections, evaluating the
students responses using the flowchart.
UDL: The students will be provided with options for both executive functions as well as means
of communication. Students will be given choices when they are to respond, how they are to
respond, and about the content which they are to respond. Beyond this, students will be provided
with options for self-regulation. While they will be required to complete assignments about
materials they may not be intrinsically motivated about, they will be able to self-regulate their

pace and feedback so that they can develop a sense of their own abilities and limitations. This
will also help students develop coping and pacing skills (CAST, 2011).
Artifacts:
-In response to the video on tree-diagramming population samples: What do I do if I have a
group of three to create from my given materials? The video only says how to create trees for
sets of two!
-An example of a poorly developed response (needs to be more specific): I dont get it.
-In response to a lengthy video with a poor narrator: The guy is too boring. I get the stuff he
taught, but I was just so bored. I think he should try to sound more excited. If he sounds bored,
then I will GET bored, SMH.
-An example of an unacceptable response to a video: Cool video. I learned a lot.

Rubric:

!
Yes
Is comment
developed?

Did student
post a
comment?

No!
Score:
0/5

No!
Yes
Is comment
constructive?

Score:
1/5

No!

Yes
Did the
comment
provide
specific
feedback?

Score:
2/5
No!

Yes

Score:
3/5

Did the
comment align
with the
materials?

No!
Score:
4/5
Yes

Score:
5/5

!
!
!

Lesson Two: Deepen the Understanding

Objectives:
Select appropriate feedback to give to other users regarding content, concepts, and applications.
Obj 2.A: Create threads that promote deep learning and collaboration.
Obj 2.B: Restate concepts and ideas to others on the website.
Obj 2.C: Rate user feedback in forums.
Obj 2.D: Participate in peer-tutoring without prompting.
Assessment: Students will be discussing the concepts with other students and teachers in forums,
on discussion boards, and in comments sections of the videos. In order to assess the students
feedback, the teacher will use the provided flowchart to determine the students involvement and
depth.
UDL: Students will be developing a learning community on the website. Because of the nature
of their communication and the supportive environment, students can use self-regulating
strategies as well as have options for motivation. Students can develop intrinsic motivations
through helping others and finding their own abilities. Students are also given options regarding
means of communication and executive skills. The students can communicate using text,
presentation of problems and questions, and a scaled rating system (CAST, 2011).
Artifacts:
-In response to a video about combinations: Why do I have to come up with the whole
population sample? Thats too much work. Isnt there a way to find out how many combinations
there are without having to do all the work?

-In response to a video with Lebron James providing a question regarding the probability of
making 10 free-throws in a row: I cant believe that King James only has a .05% chance of
making 10 free-throws in a row! The math cant be right! How is that possible?!
-In response to another students question about population samples: We were taught the tree,
but we didnt like it. Our teacher told us about a way to create a chart to make the population
samples instead. Its great! But, it only works if you are creating pairs. Ill post a pic for you.
Hope it helps!
-An example of an unacceptable response to peer comments: Me too.

Rubric:

!
Yes
Is comment
developed?

Did student
post a
comment?

No!
Score:
0/5

No!
Yes
Is comment
constructive?

Score:
1/5

No!

Yes
Did the
comment
encourage
others to
respond?

Score:
2/5
No!

Yes

Score:
3/5

Did the
comment align
with the
materials?

No!
Score:
4/5
Yes

Score:
5/5

!
!
!

Lesson Three: Application of Knowledge

Objectives:
Support a working probability model under peer-review.
Obj 3.A: Distinguish between theoretical probability and experimental probability.
Obj 3.B: Set up a valid theoretical probability model for others to complete and critique.
Obj 3.C: Utilize internet utilities to show preference to posting rather than anonymity.
Assessments: Students will be required to create a probability model that is experimental and a
probability model that is theoretical. The student will also be required to create a probability
model that combines both. The students will also need to be able to defend their hypothesis and
provide mathematical reasoning to prove the validity of their statements. These aspects will be
graded using a checklist for completion.
UDL: The students will be provided with options primarily for executive functions. Students will
need to decide how to create their model so that another student could understand the reasoning
as well as mathematical process. This gives the student many options for decision making as well
as means of communication. Students will be given choices regarding how they are to respond to
anothers comments, about the content they want to include in their comment, and when to
comment in return. Students will be provided with options for self-regulation as well. While they
will be required to complete assignments about materials they may not be intrinsically motivated
about, they have the option to select their own topic for their probability models. This should
allow the students to develop a sense of intrinsic motivation while their grade will be an extrinsic
motivator. Students will be able to self-regulate their pace and feedback as well, so that they can

develop a sense of their own abilities and limitations regarding the topics. If students need more
help, they have discovered their limitations, will need to cope, and then correct (CAST, 2011).
Artifacts:
-As a post about theoretical and experimental probability: I can make a three-point shot from
the top of the key about 50% of the time. I think that I can make 5 shots for every 10 that I
attempt. In reality though, I only made 4 for the 10, but made the next shot, which makes 5 of 11.
So my theoretical probability was off, but only by a bit.

!
Rubric:
Criteria:

Grade:

Is model clear?

____/ 2

Is model original in content?

____/ 2

Does the model cover theoretical probability?

____/ 5

Does the model cover experimental

probability?

____/ 5

Is the student able to defend the model?

____/ 3

Is the defense mathematical in origin?

Is the model completed and logical from start
to finish?
Final Score:

!
!
!

____/ 5

____/ 3
__________/25

Any quiz assessments that the students choose to attempt are provided within the module
and will be generated by a question bank that is handled by the website and generated randomly
based on student responses. These assessments can be attempted an indefinite amount of times,
have a hint option, and provide students with working scratch pads and a calculator. The
scores are created based on an algorithm that considers the time used on each question, number
of attempts needed, and student success.
The discussion posts, comments, and forum posts are based on student experiences and
can be adjusted based on how the the students are feeling and thinking. Because of the discussion
and community nature of the assignments, the students can pace themselves and decide when is
an appropriate time to post and be an active, contributing member of the online community. The
teacher will be able to keep up with student posts and contact students to guide them in their
posts and help them further develop their responses so that they are more appropriate and
thorough. But, because of the community nature, the other students can also provide this
feedback without the need for teacher interference. In this way, students develop their own sense
of appropriate responses, ethical arguments and comments, and responsibility to respond to
others.

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Key Assessment Part VI: Instructional Sequence

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Lesson 1: Basic Concepts Overview

!
Instructional Objective 1:

Apply knowledge of basic probability to developing feedback on a video about more advanced
probability models.
Obj 1.A: Criticize videos on probability regarding validity of information.
Obj 1.B: Evaluate videos based on content and helpfulness.
Obj 1.C: Provide written feedback on video.!

!
Initial Activity: Students will view materials presented by subject matter experts (teachers,
professors, etc.) regarding probability (Morrison, 2012, 204-205). Students will be shown
worked-out examples and attempt problems along with the video (Morrison, 2012, 198).

!
Generative Strategy: Once students finish viewing the presentation, they will be asked to rate the
video based on information presented, helpfulness, and ease of materials. Following that, the
students will complete assessments provided at the end of each video clip regarding the materials
presented. This will check student understanding and provide them with instant feedback
regarding their understanding. If students do not pass the assessment, they may retake the
assessment until they are able to earn a passing score.

!
Differentiation: Students will be working at their own pace because they can pause the video,
rewind, watch a section multiple times, and take as long as they need to in order to understand
the steps required. Also, because the students will be reviewing and critiquing videos, they will
develop a deeper understanding of appropriate critiquing skillsfair, helpful, and constructive
feedback.

!
Lesson 2: Deepen the Understanding

!
Instructional Objective 2:
Select appropriate feedback to give to other users regarding content, concepts, and applications.
Obj 2.A: Create threads that promote deep learning and collaboration.
Obj 2.B: Restate concepts and ideas to others on the website.
Obj 2.C: Rate user feedback in forums.
Obj 2.D: Participate in peer-tutoring without prompting.

!
Initial Activity: Students will review materials presented by subject matter experts (teachers,
professors, etc.) regarding probability from the previous lesson (Morrison, 2012, 204-205).

!
Generative Strategy: Once students have completed their critique and practiced to the point of
feeling confident in their abilities, they will be able to participate in peer discussions via the
comments section and forums on the website (Morrison, 2012, 150-152, 208). These group
discussion will help the students to create connections to the materials and store the knowledge
required for application of concepts (Morrison, 2012, 150-152). Students will not only be posing
questions, but also answering peers questions (Morrison, 2012, 214). This sense of
accomplishment will help increase student independence and motivation.

Differentiation: Students will be working at their own pace because they can go back to the
previous videos for review and take as long as they need to in order to understand the steps
required. With the students participating in peer discussions they will develop a deeper
understanding of appropriate conversational techniques as well as solidifying mathematical
concepts.

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Lesson 3: Application of Knowledge

!
Instructional Objective 3:
Support a working probability model under peer-review.
Obj 3.A: Distinguish between theoretical probability and experimental probability.
Obj 3.B: Set up a valid theoretical probability model for others to complete and critique.
Obj 3.C: Utilize internet utilities to show preference to posting rather than anonymity.

!
Motivational Activity: Students often enjoy creating things and being able to show off what
they know. The students will be encouraged to do their best in proving that they know more than
the other students on the website. This strategy often works in the classroom because children
generally enjoy being the best at what they do. (Chen, 2014, p. 289)

!
Initial Activity: Once students have reviewed their discussion posts, feedback from peers, and
practice problems, they will be invited to pose a question and answer to their peers (Morrison,
2012, 204-205). This question and answer challenge will be presented as a competition style

activity. (Chen, 2014, 289). Students will use the initial activity time to brainstorm ideas, review
concepts, and to ensure that they are covering all of the concepts learned. (Morrison, 2012, 208).

!
Generative Activity: The students will attempt to create as difficult a probability model as
possible in order to show their understanding of all the concepts of probability that they have
learned. Students will be required to incorporate all the materials from the lesson and to show
mastery of materials via challenge problems within the larger project (Morrison, 2012, 213-214).
During this time, students will also be critiquing and providing feedback on other students
projects. In this sense, students will be working on a group project to create the most difficult
problem they can come up withmaking the activity one that is sure to challenge their minds
(Morrison, 2012, 150-152).

!
Differentiation: Students will be working at their own pace to create a problem using the
materials they have been presented with as well as feedback and ideas given from peers. In this
way students are given ample time, feedback, and chances to correct their work prior to
finalizing and reporting for a grade.

Key Assessment Part VII: Design of Instruction

!
Lessons

Goals

Objectives

UDL

Assessments

Lesson 1 (Basic
Concepts): The
student will
watch a video
about probability
concepts, take
notes, and be
involved in peerdiscussion
boards.

Apply basic
concepts of
probability to
peer-discussions.

Instructional
Objective 1:
Apply
knowledge of
basic probability
to developing
feedback on a
video about more
advanced
probability
models.
Obj 1.A:
Criticize videos
on probability
regarding
validity of
information.
Obj 1.B:
Evaluate videos
based on content
and helpfulness.

Students will
have options for
communication
as well as
expression.
Students can
determine their
own pace and
ability levels.
Students will
have options for
motivation based
on intrinsic and
extrinsic factors.

Objective 1:
Students develop
feedback in the
comments
section of the
video based on
information
provided.

Apply
knowledge of
probability to
improve scores
from pre-test to
post-test.

Obj 1.A:
Students will
provide
constructive
criticism in the
forums based on
other users
questions.

Obj 1.B:
Students will rate
videos on a
thumbs up or
thumbs down
scale for
usefulness and
clarity.

Lessons

Goals

Objectives

UDL

Assessments

Lesson 2
(Deepen the
Understanding):
The student will
be required to
start a thread on
the discussion
board about the
concepts that
invites others to
comment.

Apply concepts
of probability to
peer-discussions
while
challenging self
and others to
think about
concepts in new
ways.

Instructional
Objective 2:
Select
appropriate
feedback to give
to other users
regarding
content,
concepts, and
applications.
Obj 2.A: Create
threads that
promote deep
learning and
collaboration.
Obj 2.B: Restate
concepts and
ideas to others on
the website.
Obj 2.C: Rate
user feedback in
forums.
Obj 2.D:
Participate in
peer-tutoring
without
prompting.

Students will be
provided with
Peer-assistance,
extra practice,
self pacing, and
control of
learning. These
options will
allow students to
have a new sense
of motivation
and
encouragement
that is developed
from the self and
peers.

Obj 2:
Students will
provide feedback
that is directly
aligned with
content.

Apply
knowledge of
concepts and
discussions to
deepen the
understanding of
materials,
thereby creating
stronger
connections.

Obj 2.A:
Students will
respond to others
in a manner that
promotes highorder thinking
and
collaboration.

Obj 2.B:
Students will
relate the
concepts to
others in a
manner
appropriate for
learning.

Obj 2.C:
Students will
provide a
thumbs up or
thumbs down
rating based on
students
comments in the
forums.

Obj 2.D:
Students will
provide unprompted
assistance to
other students
based on their

Lessons

Goals

Lesson 3
(Application of
Knowledge):
Student will
create a working
probability
model using the
concepts learned
from the videos
for other students
to attempt and
critique.

Collaborate with
peers, application
of concepts, and
effective use of
comments and
suggestions.

Objectives

Instructional
Objective 3:
Support a
working
probability
model under
peer-review.
Apply skills and Obj 3.A:
knowledge to a
Distinguish
performance
between
assessment being theoretical
rated and
probability and
reviewed by
experimental
peers.
probability.
Obj 3.B: Set up
a valid
theoretical
probability
model for others
to complete and
critique.
Obj 3.C: Utilize
internet utilities
to show
preference to
posting rather
than anonymity.

UDL

Assessments

Students will
have control of
learning, selfpacing options
and
opportunities,
peer-review, and
freedom of
expression
options to allow
them to succeed.

Obj 3:
Students will
justify reasoning
for selected
constructions in a
probability
model.

Obj 3.A:
Students will
clearly
distinguish
between
theoretical and
experimental
probability
within a working
probability
model.

Obj 3.B:
Students will
develop a a
theoretical
probability
model using
content from the
instructional
videos.

Obj 3.C:
Students will
post frequently in
order to be
considered active
participants.

Key Assessment Part VIII:

In order to grow and change my lessons as needed, I will need to receive feedback from
various sources. The primary source of feedback will come from my students. Those that are
using my lesson on a regular basis will have the most experience and feedback to provide. The
students will be given a survey to complete using short responses and a number scale. Students
will be given a mid-lesson surveyto ensure that I am covering the materials and meeting the
student needs as the module is being completed. The final survey will require students to provide
constructed feedback as well as scaled feedback. This survey design will be used because the
method for collecting student feedback is effective and it is easy to complete, can be completed
by an entire class at one time and can be completed quickly. If students are confronted by the
teacher regarding the module in a one-on-one environment, they may feel pressured to skew their
answers. But, given an anonymous survey, students are more likely to be truthful and
forthcoming with their thoughts and opinions.
Due to the design of my lesson, I will require two Subject Matter Experts in order to
accurately evaluate the effectiveness of my module. It will be quite easy for me to have the
former mathematics teacher review my module for effective instruction and content. The former
math teacher is a veteran teacher with 21 years of experience. He has been teaching math for at
least 10 of those years, has a bachelors degree and a masters degree, and is a prominent figure
in the community. When it comes to the online portion of the module, I will have the media
specialist review the ease of use and quality of resources. She holds a bachelors degree and a
masters degree, has experience in web-design, and has been a media specialistdealing with
technology, websites, and education being used in unisonfor a few years now. While it is

inconvenient to use two SMEs, I feel that this is my best course of action for reviewing the
materials. If I use only the math teacher, the technological side with suffer in evaluation;
however, if I use only the media specialist, the content area could go unnoticed. In covering the
two different areas of evaluation, all critics will use the same format and survey to evaluate the
resources. In doing so, I can ensure that the evaluations are accurate and equalthat way one
area isn't biased. The subject matter experts will be interviewed based on the prompts attached;
there will be two interview sheets because the data being evaluated by each SME will be
different.
Once the data sheets have been collected, I will examine the qualitative data based on
statistical studies of data variations. This will be done by looking at the standard deviations on
the scaled portion to find any outliers and to find an average rating on each portion. The outliers
will be considered based on the constructed response portion of the survey. In this way, I can
ensure that there was not a student who simply does not like me or the materials, causing the
results to be skewedleading to unnecessary time spent on revisions. Each constructed response
item will be reviewed and then assigned a rating of 1 or 2: 1 being unsatisfactory and 2 being
satisfactory. The rating will be used to find areas that need to be improved based on the
responses from the students and SMEs. The reason for a 1 or a 2 is to prevent me from rating
areas in the middle, which can often lead to complacency and negligence of an area that needs
revision. I feel that through the use of this mixed survey, I will be able to find any areas of
weakness and improve upon them quickly and with effective changesthanks to the help of the
student feedback.

Survey of Learning Module:

Arenal-Mullen

Probability Module

Answer each and every question using honesty and respect. Use the back for additional space.

1) How would you rate the difficulty of the given materials? (1-Easy 5-Too difficult)
1
2
3
4
5
2) How would you rate the navigability of the module? (1-Easy to navigate 5-too confusing to navigate)
1
2
3
4
5
3) How would you rate the difficulty of the assessments? (1-Easy 5-Too difficult)
1
2
3
4
5
4) How would you rate the assessments alignment with the topics taught? (1-Not aligned 5-aligned
entirely)
1
2
3
4
5
5) How would you rate the videos used for content? (1-Confusing 5-Thorough)
1
2
3
4
5
6) How would you rate the real world applications of the videos? (1-Could not relate 5-relatable in every
way)
1
2
3
4
5
7) How would you rate the helpfulness of the forums? (1-Not helpful 5-Very helpful)
1
2
3
4
5
8) How would you rate the forums regarding community orientation? (1-Stand-offish 5-Very friendly)
1
2
3
4
5
9) How would you rate the overall effectiveness of the module? (1-Ineffective 5-Very Effective)
1
2
3
4
5
10) How would you rate the usefulness of the module? (1-Useless 5-Useful)
1
2
3
4
5
11) Would you recommend the module for use next year? (yes/no)
Yes
No
12) What was the best part of the module? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
13) What was the worst part of the module? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
14) If you could change anything, what would it be? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
15) Use this area for any comments, concerns, suggestions, or thoughts regarding the module, content,
and others.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Subject Matter Expert Interview:

Mathematics SME Interview Questions:
-Based on the materials, would you say that the module is aligned with the state standards?
-Do you think that the materials covered were covered thoroughly? How could the subjects be
covered in a more effective way?
-This module is designed with student involvement being the key factor. Do you think the
discussion requirements helped students to better understand and connect with the materials?
Could this have been done in another, more effective way?
-As the module was designed for discussion, do you think the final assessment was appropriate
or should it have been designed in a quantitative, standard, test based way? Please, explain.
-Are there any other concerns or comments regarding the module?

!
Technology SME Interview Questions:
-Have you heard of the Khan Academy before today? What do you know about it?
-Based on what you have seen of the module, do you think that this module effectively used the
website as a base for this lesson?
-Could there have been a better alternative for teaching in this method?
-Should students be required to provide feedback on the utilities and portions of websites that
they use? How does this requirement affect students?
-Are there any other comments or concerns regarding the module?

!
!


References

!
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Chen, Z.-H. (2014). Facilitating learning preferences and motivation of different ability
students for social-competition or self-competition. Educational Technology & Society,
17 (1), 283293.
Morrison, Gary R. (2012) Designing Effective Instruction (7th ed.). John Wiley & Sons.
VitalBook file.