Multimedia Design Document

Multimedia Design Document

Jack Kelly

7/18/2013

Needs Assessment

Mathematic skills are essential for learners starting at an early age. In the United States math instruction begins in preschool and kindergarten. Kindergarteners tend to start out shy at the start of the school year. But over time they become friendly, cooperative, and share things. These learners tend to reflect the emotions of the adults around them. Kindergarteners have active imaginations and are curious: they like to ask questions and explore things. These youngsters have short attention spans and are full of energy which makes it hard for them to sit for long periods of time: activities are best when broken down into small steps with physical activity in between. They learn best with activities that involve doing and seeing or those that involve all five senses. Mathematics Standards of Learning for Virginia Public Schools require kindergarteners to “recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less.” Kindergartners are unable to recognize coins and determine the value of a group of coins. A multimedia instructional program can provide short lessons involve seeing and doing interactions that introduce learners to the coins and their values. Video, audio and animation will help maintain their attention during the activities.

Goal Statement

Kindergarteners are able to determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less when handling change.

Instructional Analysis

Ms. Dakota Willis, a kindergarten teacher for Richmond City Schools, serves as the subject matter expert for this multimedia project.

Learner Analysis

Kindergarteners are 5 and 6 year old children who would be learning some basic mathematics. Students would have prior knowledge about quarters, dimes, nickels, and pennies: their colors, who/what is on each side, the terms head and tail, the size, and the value. The entry behaviors kindergarteners will have are counting by 1’s and 5’s, as well as counting up to 10. They really enjoy using the computer for activities and playing math games. So if material were presented that way it would typically be a positive experience. The learners are interested in the topic because it makes a connection with their daily lives as they observe their parents use money when shopping or if they put a coin in a vending machine. The kindergarteners should be able to learn what is necessary since they will know how to count and have knowledge about the coins, though for some learners it can become difficult when they need to combine/count nickels and pennies together. Kindergarteners prefer visual and hands-on activities since they are visual and kinesthetic learners. Since kindergarteners are new to school they are excited about learning and pleasing their teachers. Thus they have a positive attitude about the instructional organization. The SME pointed out that group characteristics vary depending on the school and/or class but there is always going to be racial/ethnic, cultural, socioeconomic, and religious diversity. In addition the class may include

• English Language Learner (ELL) children
• Kindergarteners with Individualized Education Programs (IEP)
• Gifted students

Some pretesting to determine experiences learners have had with money would help in grouping those that might require remediation before attempting the lesson and those who would require something more challenging than this instructional goal.

Interviews were conducted with the SME and Mrs. Cathy Shevenock, a kindergarten/first grade/second grade instructor with Hanover County Schools, to gather information about the learners.

Context Analysis

Performance Context

Using and counting coins requires that the learner have coins and is useful in situations where money transactions occur. So shopping for candy, crayons, etc. are activities where kindergarteners might use these new skills. Lunch/milk money is handled electronically in most schools these days, though some schools offer the opportunity for students to use money to get these items. Some schools have stores where students can purchase pencils, erasers, etc. to replenish used supplies. Children can use coins in small candy and toy vending machines found near store entrances. When performing a transaction in a store there may be a cashier that the learner will interact with; otherwise a computerized register would prompt the learner to deposit the amount required. Some teachers set up stores in their classrooms where kindergarteners can practice what they learn using manipulatives. After learning this skill kindergarteners use it duringgroup activities where students are paired and may help their peers improve their skills. Some instructor have students work with manipulates after learning this so that they can observe that the student knows the material. In addition, each year of elementary school learners will be expected to know more coins and count money higher (to a dollar, five dollars, etc.) and they will use this knowledge any time they go to a store, restaurant, gas station, etc.

Interviews were conducted with the SME and Mrs. Cathy Shevenock, regarding possible performance contexts within a school environment.

Learning Context

Most schools have at least one computer in a classroom and some may provide up to 5 computers in a classroom. Most classrooms have overhead projectors and SMART boards. Some schools offer classroom computer carts that typically contain 25 netbook or laptop computers, but these computers may not contain all the same hardware/software that a desktop computer does. Most schools have a computer lab that must be reserved in advance. Most labs have a technical support person, who may be supporting multiple schools. Technical expertise and software installation would require working around the technical person’s schedule. If there is a sound component to the software then you also need headsets for each of the computers. Computers and headsets are typically available in schools so kindergarteners will be able to use the multimedia application. If the instruction takes place in a computer lab then it will be helpful to have additional staff (aides, assistants, volunteers, etc.) to make sure the students stay on task, “plus they all tend to have a hundred questions at once.” The learning environment needs to contain enough computers with headsets for each student in the class to work independently on the multimedia application. The learning environment (individual computer or computer lab) will not simulate the eventual work environment. According to the SME the best way to address this is to use actual pictures of the coins and pretending to purchase something in a store scenario in the computer application used for the instruction.

Interviews were conducted with the SME and Mrs. Cathy Shevenock, regarding the learning context in their schools.

Objectives

Terminal Objective:When the multimedia application presents a collection of pennies and/or nickels worth 10 cents or less, calculate the total value ofthose coins accurately 80% of the time.

1. When the multimedia application displays a collection of pennies and/or nickels, select all of the pennies accurately 80% of the time.

2. When the multimedia application displays a collection of pennies and/or nickels, select all of the nickels accurately 80% of the time.

3. When the multimedia application displays a collection of pennies and/or nickels, identify if there are nickels present correctly 80% of the time.

4. When the multimedia application displays 1 or 2 nickels, calculate the number of cents the nickels are worth accurately 80% of the time.

4.2When the multimedia application displays a collection of pennies and/ornickels, count 5 cents for each nickel accurately 80% of the time.

4.1When the multimedia application displays a collection of pennies and/or nickels, select each nickel accurately 80% of the time.

4.1.1When the multimedia application shows a nickel, identify that it is worth 5 cents correctly 80% of the time.

5.When the multimedia application displays a collection of pennies and/or nickels, identify if there are pennies present accurately 80% of the time.

6.When the multimedia application displays anywhere from 1 to 10 pennies, calculate the number of cents the pennies are worth accurately 80% of the time.

6.2When the multimedia application displays a group of pennies and/or a group of nickels, count 1 cent for each penny accurately80% of the time.

6.1When the multimedia application displays a group of pennies and/or a group of nickels, select each penny accurately80% of the time.

7.When the multimedia application displays a collection of coins consisting of pennies and/or nickels, calculate the total value of the coins correctly80% of the time.

8.When the multimedia application displays a collection of coins consisting of pennies and/or nickels, identify if the total value is less than or equal to 10 cents correctly80% of the time.

Assessment Items

One item is displayed for each objective per this lesson except for the terminal objective to demonstrate a full set of objective items. Since each objective requires 80% accuracy, multiple items should be used for each. Using 5 items per objective will provide for 80% when 4 items are answered correctly.

Terminal Objective: Display 5 different collections of nickels/pennies for the learner to “add up the cents.”

a)1 nickel and 3 pennies = ___ cents

b)2 nickels = ___ cents

c)1 nickel and 1 penny = ___ cents

d)7 pennies = ___ cents

e)1 nickel and 4 pennies = ___ cents

1. Display 1 nickel and 3 pennies. Then have the learner “Group all of the pennies together.”

2. Display 1 nickel and 3 pennies. Then have the learner “Group all of the nickels together.”

3. Display 1 nickel and 3 pennies. Then ask the learner“Do you see any nickels?”

4. Display 1 nickel and 3 pennies. Then ask the learner “How many cents is the nickel?”

4.2 Display 1 nickel and 3 pennies. Then ask the learner “How many cents is the nickel?”

4.1 Display 1 nickel and 3 pennies. Then have the learner “Select the nickel.”

4.1.1 Display 1 nickel and ask the learner “How many cents is this?”

5. Display 1 nickel and 3 pennies. Then ask the learner “Do you see any pennies?”

6. Display 1 nickel and 3 pennies. Then ask the learner “How many cents are the pennies?”

6.2 Display 1 nickel and 3 pennies. Then ask the learner “How many cents are the pennies?”

6.1 Display 1 nickel and 3 pennies. Then have the learner “Select the pennies.”

7. Display 1 nickel and 3 pennies. Then ask the learner “How many cents is this?”

8. Display 1 nickel and 3 pennies. Then ask the learner “Is this less than or equal to 10 cents?”

Instructional Strategy

Sequence and Clustering of Objectives

CLUSTER / OBJECTIVES / TIME
1 / 1, 2, 3, 5 / 10 minutes
2 / 4.1.1 / 3 minutes
3 / 4.1, 4.2, 4 / 7 minutes
4 / 6.1, 6.2, 6 / 7 minutes
5 / 7, 8 / 10 minutes
6 / Terminal objective / 10 minutes

Preinstructional, Assessment, and Follow-Through Activities

PREINSTRUCTIONAL ACTIVITIES
Motivation: Kindergarteners’ attention can be gained using cartoon animations and sounds, as well as images of candy and small toys that they find at the store and want to have.
Objectives: The kindergarteners will be able to count change when getting items during lunch (if the school takes money). They may have the opportunity to use change to get pencils, erasers, etc. if they need them from the school store. When they are out shopping with their parents they will be able to count their change to buy candy or small toys.
ASSESSMENT
Pretest: Review of counting to 10 and coins (quarter, dime, nickel, and penny) along with their values will be performed to identify those students needing remediation before beginning the multimedia application. Using manipulatives, advanced students would be paired with those needing remediation so that they may learn from their peers.
Posttest: This will be administered after all students have completed the multimedia application. In the classroom kindergarteners will use manipulatives in the “pretend” store to buy something. The following day a paper and pencil assessment will be performed to aid long-term memory.
FOLLOW-THROUGH ACTIVITIES
Memory Aids: Images of coins will be displayed in the classroom, some of which may be a collection of coins with an associated graphic of candy, crayons, or a small toy worth that collection of coins.
Transfer: Use small coins as rewards to students during activities and if the school does not provide a store for purchasing pencils, erasers, etc. then set up a small store in the classroom where students can purchase small things with their change.

Content Presentation and Student Participation

OBJECTIVE:
1. When the multimedia application displays a collection of pennies and/or nickels, select all of the pennies accurately 80% of the time.
2. When the multimedia application displays a collection of pennies and/or nickels, select all of the nickels accurately 80% of the time.
3. When the multimedia application displays a collection of pennies and/or nickels, identify if there are nickels present correctly 80% of the time.
5.When the multimedia application displays a collection of pennies and/or nickels, identify if there are pennies present accurately 80% of the time. / 1
CONTENT PRESENTATION
Content: Display a collection of nickels and/or pennies such that most of one type of coin covers the other. Also display an object worth the coin obstructed from view. Ask the learner to group the nickels in one pile on the square and the pennies in another pile on the circle. Then determine if s/he has the coin associated with the object.
Examples:
1. Display a nickel covered mostly by 3 pennies with a small ball associated with a nickel. Move the pennies into a group/pile on the circle and the nickel on the square. Do you have a nickel to get the ball? Yes.
2. Display 4 pennies with a small ball associated with a nickel. Move the pennies into a group/pile on the circle such that no nickels are discovered. Do you have a nickel to get the ball? No.
3. Display a penny covered by a nickel with a gumball machine associated with a penny. Move the nickel on the square and the penny on the circle. Do you have a penny to get some gum? Yes.
Media Selection: Graphics representing square, circle, front/back of nickel and penny, small ball, and gumball machine. Audio narration that corresponds to text displayed since kindergarteners may not be familiar with reading some words. Animation demonstrating the movement of the coins to the shapes.
STUDENT PARTICIPATION
Practice Items:
1. Display 1 nickel covering 2 pennies with a crayon associated with a penny. Do you have a penny to get the crayon?
2. Display 1 nickel covered by 3 pennies with a cookie associated with a nickel. Do you have a nickel to get the cookie?
3. Display 2 nickels with a gumball machine associated with a penny. Do you have a penny to get some gum?
Feedback: Remind learners to put pennies in one pile on the circle or nickels on the square if they attempt to put both nickels and pennies in the same or wrong pile. If the learner does not correctly identify if they have the necessary coin, remind them what it looks like and ask them again.
Media Selection: Graphics representing square, circle, front/back of nickel and penny, crayon, cookie, and gumball machine. Audio that provides narration to accompany text displayed since kindergarteners may not be familiar with reading some words.
OBJECTIVE:
4.1.1 When the multimedia application shows a nickel, identify that it is worth 5 cents correctly 80% of the time. / 2
CONTENT PRESENTATION
Content: Display a nickel and inform the learner it is worth 5 cents.
Examples:
1. Display the front of a nickel and indicate it is worth 5 cents.
2. Display the front of a penny and indicate it is not worth 5 cents.
3. Display the back of a nickel and indicate it is worth 5 cents.
Media Selection: Graphics representing the front/back of a nickel and the front of a penny. Audio narration that corresponds to text displayed since kindergarteners may not be familiar with reading some words.
STUDENT PARTICIPATION
Practice Items:
1. Display a penny and ask if it is worth 5 cents.
2. Display a nickel and ask if it is worth 5 cents.
Feedback: Remind the learner that the nickel is worth five cents if s/he gets this incorrect. Remind the learner the penny is worth 1 cent if s/he gets that wrong.
Media Selection: Graphics representing front/back of nickel and penny. Audio that provides narration to accompany text displayed since kindergarteners may not be familiar with reading some words.
OBJECTIVE:
4.1 When the multimedia application displays a collection of pennies and/or nickels, select each nickel accurately 80% of the time.
4.2 When the multimedia application displays a collection of pennies and/or nickels, count 5 cents for each nickel accurately 80% of the time.