1 / 5

Closing the Gap on Coin Knowledge An ADDIE approach

Closing the Gap on Coin Knowledge An ADDIE approach. Jametria Cooper. ADDIE APPROACH. There are 5 components to the instructional design of the ADDIE approach: Analyze, Design, Develop, Implement, and Evaluate. Analyze, Design, and Develop serves as the “meat and potatoes” of the process.

forrest-conner
Télécharger la présentation

Closing the Gap on Coin Knowledge An ADDIE approach

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Closing the Gap on Coin KnowledgeAn ADDIE approach JametriaCooper

  2. ADDIE APPROACH There are 5 components to the instructional design of the ADDIE approach: Analyze, Design, Develop, Implement, and Evaluate. Analyze, Design, and Develop serves as the “meat and potatoes” of the process.

  3. Purpose • Why did I choose the topic of Kindergarten students and coin knowledge? • Each year, there is a discrepancy in the number of students who are able to master the standard of coin knowledge. Only 38% of students mastered the GPS standard of identifying coins and its value, resulting in only 24% mastering the GPS standard for making fair trades. • My purpose? • The purpose of this project is to introduce kindergarten students to coins (penny, nickel, dime, quarter) and make fair tradesusing pennies, nickels, and dimes.

  4. Analysis/Learner Profile Primary Student Group 7 boys and 11 girls, 5&6 year olds, 10 white, 5 black, 2 biracial (black and white) General Characteristics Some have no structure from attending daycares, working on staying seated and raising our hands, some students are taking ADHD medication, some like to be in control, come from low socio-economical families Number of Students 17 students Location of Students Kindergarten classroom at Social Circle Primary School, Title I school Experience Levels Over half did not attend PreK, 12 on grade level and 5 below grade level Student Attitudes Eager to learn new things, learn best through songs and hands-on learning Skills needed to impact learning Counting, one-to-one correspondence, coin identification, value of coins

  5. Design & Develop Design Develop 4 week lesson plan on coin identification and making fair trades. Should be done in sequential order because coin identification and value is a prerequisite to making fair trades. • Students will identify coins by name and value through money poems, songs, worksheets and coin games. • (2.5 weeks) • Students will make fair trades through fair trade lessons and “Roll for” games using 5 and 10 frames. • (1.5 weeks)

More Related