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Deldra McCord

Instructional Design Project

Teaching Instructors how to Conduct Small Group Math Interventions Effectively

FRIT 7231

Introduction

This Instructional Design Project (IDP) applies to Murphey Middle School (MMS),

which is a Title 1 school that has a large gap in student achievement between subgroups of

students. Murpheys data suggest that a huge gap exist between the highest performing subgroup

(black students) and the lowest performing subgroup (students with disabilities). This IDP was

designed to teach instructors how to conduct small group math interventions effectively. This

IDP may enhance math instructors instructional skills and improve students math

skills/performance.

General Audience

The primary audience consists of certified general education and special education math

teachers; the teachers ages, work experience, and training vary. The teachers primary audience

is math students with disabilities. Murphey consists of students in grades 6-8. The students ages

range from 11 to 15 years old.

Problem Identification

Murpheys gap in students performance on the math section of the Criterion-Referenced

Competency Test (CRCT) scores exists between the highest performing subgroup (black

students), and the lowest performing subgroup (students with disabilities). The students with

disabilities at Murphey are experiencing academic difficulties in math. The students are having a

hard time learning new math material and concepts; additionally, they are experiencing

difficulties with applying math skills. Murpheys school data suggest that the students with

disabilities scores on the math section of the CRCT decreased from 2012 2014. In 2012, only

25% of the students with disabilities passed the math section of the CRCT. In 2013, only 23% of

the students with disabilities passed the math section of the CRCT and in 2014 only 12% passed.

Furthermore, Murpheys data suggest that the highest performing group (black students)

passed the math section of the CRCT with 62% in 2012, 65% in 2013, and 55% in 2014. There

are significant gaps of performance in math between black students and students with

disabilities. In 2012 the gap of performance was 37%, in 2013 it was 42%, and in 2014 it was

43%. Therefore, this IDP is important because it will teach instructors how to conduct small

group math interventions effectively, which will have a direct impact on students math skills and

their performance on math tests.

Instructional Goals

Special education instructors will be able to effectively provide small group math

instruction to students with disabilities.

KA Part 2: Learner Analysis

Introduction

Murphey is currently located at 2216 Bungalow Road Augusta, Georgia 30906. The

school is part of the Richmond County School System. Students who attend Murphey come from

housing areas in Richmond County. The students demographic information, grades, and test

scores are stored in Infinite Campus. The data also consist of students Lexile scores and math

levels. Previously, students took the Criteria Reference Competency Test (CRCT); however, that

test has been replaced with the Georgia Milestones.

Most of the 610 students at Murphey come from middle to low income families, with

94% of them being African Americans, 4% Caucasion American, and 2% other. The student

population consists of 396 males and 214 females. Eighty-three students participate in special

education programs; there are six emotional behavior disorder (EBD) students, 15 specific

learning disabilies (SLD), 25 other health impairment (OHI), and 37 mild intellectual (MI). In

order to obtain the information needed for this project, teachers will complete a survey and

participate in professional learning opportunities.

Entry Characteristics: Prerequisite Skills & Knowledge

Most are familiar with Microsoft programs.

Most can access email accounts and attachments.

Must have access to the Internet.

Must have knowledge of the students with disabilities exceptionalities and

individual needs.

Prior Experience

Although must of the general and special education teachers have been working with

students with disabilities for over 10 years, they still struggle with providing small group

instructions to students with disabilities. The schools data suggests that students with disabilities

struggle in math. The data also suggest that they are working below grade level. Must of the

teachers receive some type of professional development each year to assist students with

disabilities, but that professional development has not targeted math.

Potential Misconceptions

Students with disabilities cannot be successful with grade level math concepts.

Special Education teachers possess various math skills.

General education teachers are content experts, not strategy experts.

I conducted a task analysis by completing the steps myself. I started by conducting

research on math interventions with a small group of students. I started that search at

www.google.com. I typed in the search box math interventions for small groups. A number of

different web links came up. I clicked on the link for Teaching Today. This webpage provides

subject-specific interventions. The interventions can be used by general and special education

teachers. The teacher participants will attend five Professional Learning (PL) sessions with the

designer. The PL Sessions will last for one week each. The Sessions are as follow: PL Session 1:

Week 1; PL Session 2: Week 2; PL Session 3; Week 3; PL Session 4: Week 4; PL Session 5:

Week 5.

Task Analysis Outline

1. Prior to implementing the PL Session strategies 1 through 5, the instructors will record

baseline data on each student with a disability. Baseline data will be the students CRCT

scores on the math portion of the test.

2. Turn on the computer

1a. Login in with login information

3. Click the on an internet browser (ex: Internet Explorer, Google Chrome, Firefox)

2a. Type the link below in your web browser

http://www.glencoe.com/sec/teachingtoday/subject/intervention_strategies.phtml

4. On the Teaching Today webpage

4a. Read the subject-specific information posted on the front of the page for formal and

informal assessments (PL Session 1).

4a.1 Instructors will watch a YouTube video to see how formal and informal

assessments are used.

4a.2 Instructors will attend an hour long Go To Meeting discussion with all of the

math instructors in the study. Each participant will share a strategy for discussion.

4a.3 Instructors will complete an assessment based on the YouTube video and the

Go To Meeting Discussion. A score of 70% are better is considered passing. Each

PL Session will have an assessment.

4a.4 On the Teaching Today webpage Click on Middle School Resources to the

left of the webpage.

4a.5 On the Teaching Today webpage Click the link Meeting Middle School

Standards and read the information.

4a.6 Instructors will develop a lesson plan for their math class that consists of the

small group strategy.

4a.7 Instructors will implement the strategy in their classroom with students with

disabilities.

5. All of STEP 4 will be repeated for each of the Following PL Sessions (2-5).

5a.1 Integrate warm-up activities (PL session2)

5a.2 Use small groups and student pairs (PL session3)

5a.3 Differentiate instruction (PL session4)

5a.4 Emphasize real-life applications (PL session5)

6. After All PL Sessions (1-5) are completed the instructors will complete a Google Survey,

which will allow the designer to determine the impact of implementing small group math

strategies from Teaching Today.

7. The designer will collect data from the students math portion of the CRCT (2013-2014),

and compare that data to the Georgia Milestones (2014-2015) test results in math.

The Designer

I (Deldra McCord) am currently a Media Specialist at Murphey Middle School, which is

part of the Richmond County School System (RCSS). I am currently certified in Media

Specialist (P-12). I am completing an add-on program for Media Specialist at Georgia Southern

University. The program is preparing me to be an effective Media Specialist with various skills,

and knowledge that are beneficial to students, teachers, the school, and community. My initial

Prior to becoming a Media Specialist I was a special education teacher for 12 years. My

educational experience consists of special education, leadership, counseling, and media

specialist. I am also reading and math endorsed. Additionally, I am on the Instructional

Leadership Team (ILT) at my school. Being a part of the ILT keeps me abreast of everything that

is going on academically, behaviorally, and socially in my school. It allows me to play a major

role in identifying and solving academic and behavior problems in the school.

KA Part 4: Instructional Objectives

Objective 1: To teach instructors how to conduct small group interventions effectively

Enabling Objectives:

1A: Instructors will be able to identify five small group math interventions

1B: Instructors will be able to discuss the benefit of small group math interventions

1C: Instructors will be able to practice five small group math interventions and be assessed on

each intervention.

1D: Instructors will be able to apply five small group math interventions in their classroom and

assess student learning.

Objectives

1A: Instructors will be able to

identify five small group

math interventions.

1B: Instructors will be able to

discuss the benefit of small

group math interventions

1C: Instructors will be able to

practice five small group math

interventions and be assessed

on each intervention.

1D: Instructors will be able to

apply five small group math

Content/Technology

EDMODO/YouTube Video/Word

DOC/Practice Activities

Performance Tools

Google/EDMODO

Assessment

EDMODO/YouTube Video/Word

DOC/Practice Activities

Google/EDMODO; Go

To Meeting

EDMODO/YouTube Video/Word

DOC/Practice Activities

EDMODO; Google

Assessments for PL

Sessions 1-5

EDMODO/YouTube Video/Word

DOC/Practice Activities

CRCT 2013-2014

comparison of Georgia

interventions in their

classroom and assess student

learning.

data).

KA Part 5: Assessments

The general and special education instructors will take an assessment for Lessons 1

through 5. The assessments will measure the instructors knowledge of formal and informal

assessments, warm-up activities, small groups and student pairs, differentiation, and real-life

application. All of the aforementioned lessons will enhance the instructors knowledge and skills,

which has a direct impact on students with disabilities performance in math. The assessments

will consist of multiple choice questions, true and false, and constructed response. Each

assessment will consist of 10 questions, which are worth 10 points each. The instructors score

can range from zero to 100. The instructors responses to the question must include specific

examples and they must thoroughly explain how the strategy can be used in their classroom.

Additionally, the questions will be based on the discussion groups. The instructors will

also practice the strategy. Furthermore, the instructors assessment questions will be directed

related to the YouTube videos and Go To Meeting discussions; this will allow the instructors to

experience learning through various learning styles. The format for each assessment will be the

same, which will allow the instructors to get familiar with the learning and assessment process.

However, the questions will be randomly presented for each assessment.

Lesson 1 Assessment: Use formal and informal assessments

1. From the video, describe two of the instructors formal assessments. Your answer

should include specific examples of what the instructor role was as the facilitator and

how the students participated.

2. Choose one of the small group strategies from your question #1 response and explain

how you can apply a formal or informal assessment to the process to assess students

a.

b.

c.

d.

e.

a.

b.

a.

b.

c.

d.

3. Which of the following is NOT an example of a formal assessment?

Standardized tests

Georgia Milestones

Talent Show

Criterion-referenced tests

None of the Above

4. Formal and informal assessments are the same.

True

False

5. Which of the following is NOT an example of an informal assessment?

Running Records

Observations

Georgia Milestones Assessment

Interview

6. Identify a formal assessment and explain how that assessment can be applied in your

classroom.

7. Discuss two key points from the Go To Meeting discussion on formal and informal

assessments.

8. Explain how you can incorporate formal and informal assessments in small groups,

discussions, writings, and the opportunity to choose in a math lesson.

9. Identify a formal assessment and explain how that assessment can be applied in your

classroom.

10. From the video, describe two of the instructors informal assessments. Your answer

should include specific examples of what the instructor role was as the facilitator and

how the students participated.

1.

From the video, describe two of the instructors warm-up activities. Your answer

should include specific examples of what the instructor role was as the facilitator and

how the students participated.

10

2.

Choose one of the small group strategies from your question #1 response and explain

how you can apply a warm-up activity to the process to assess students learning in

math class.

Which of the following is a characteristic of a warm-up activity for students in a math

3.

a.

b.

c.

d.

4.

class?

The warm-up activity should consist of 1 to 5 questions.

Formal assessment

Talking about what happen last night

All of the Above

Warm-up activities usually take approximately 15 to 20 minutes to complete.

a.

True

b.

False

5. Warm-up lessons should include time for students to complete the questions, and a

discussion of the questions.

a.

True

b.

False

6.

Identify a warm-up activity and explain how that assessment can be applied in your

classroom.

7.

Discuss two key points from the Go to Meeting discussion on warm-up activities.

8.

Explain how you can incorporate warm-up activities in small groups, discussions,

writings, and the opportunity to choose in a math lesson.

9.

Identify a warm-up activity and explain how it can be applied in your classroom.

10. From the video, describe two of the instructors warm-up activities. Your answer

should include specific examples of what the instructor role was as the facilitator and

how the students participated.

Lesson 3 Assessment: Use Small Groups and Student Pairs

11

1. From the video, describe two of the instructors small group/paired strategies. Your

answer should include specific examples of what the instructor role was as the

facilitator and how the students participated.

2. Choose one of the small group/paired strategies from your question #1 response and

explain how you can apply a formal or informal assessment to the process to assess

students learning in math class.

3. Which of the following is NOT an example of a small group strategy?

a.

Flexible Groups

b.

Stations

c.

Jigsaw

d.

participants, and a focus on active learning and communication between members of

the group.

a.

True

b.

False

a.

Group Round

b.

Buzz Groups

c.

Fishbowl

d.

6. Identify a small group or student-paired strategy and explain how that strategy can be

applied in your classroom.

12

7. Discuss two key points from the Go to Meeting discussion on small group and

student-paired strategies.

8. Explain how you can incorporate small group strategies and student-paired activities

in discussions, writings, and opportunities to choose in a math lesson.

9. Identify a small group strategy or student-paired activity and explain how that

strategy can be applied in your classroom.

10. What answer choice is a characteristic of a small group strategy?

a.

Instruction is relevant

b.

c.

d.

e.

1. From the video, describe two examples of how differentiation was used. Your answer

should include specific examples of what the instructor role was as the facilitator and

how the students participated.

2. Choose one of the differentiation strategies from your question #1 response and

explain how you can apply differentiation to the process to assess students learning

in math class.

3. Which of the following is an example of differentiated instructions?

a.

b.

Lecture

c.

Independent seatwork

13

d.

a.

True

b.

False

teaching that involves providing different students with different avenues to learning

in terms of: acquiring content; processing, constructing, or making sense of ideas; and

developing teaching materials and assessment measures so that all students within a

classroom can learn effectively, regardless of differences in ability.

a.

True

b.

False

6. Identify and explain a differentiated lesson that you planned and implemented in your

classroom.

7. Discuss two key points from the Go to Meeting discussion on differentiated

instruction.

8. Explain how you can incorporate differentiated instruction in small groups,

discussions, writings, and the opportunity to choose in a math lesson.

9. Identify and explain how you can use differentiated instruction to assess students

learning.

10. From the video, describe two of the instructors forms of differentiated instruction.

Your answer should include specific examples of what the instructor role was as the

facilitator and how the students participated.

Lesson 5 Assessment: Emphasize Real-life Applications

14

1. From the video, describe two of the instructors real-life applications. Your answer

should include specific examples of what the instructor role was as the facilitator and

how the students participated.

2. Choose one of the real-life applications from your question #1 response and explain

how you can apply real-life applications to the learning process in a math class.

3. Which of the following is NOT an example of real-life applications?

a.

b.

c.

Students completing ratio problems and comparing the data to the ratio of the

class.

d.

them to make connections with real-life and the text or content.

a.

True

b.

False

5. Putting the acquired math skills to use in real world situations is a way to help

students connect and perhaps even get excited about math.

a.

True

b.

False

6. Identify a real-life application and explain how it can be applied in your classroom.

7. Discuss two key points from the Go to Meeting discussion on real-life applications.

8. Explain how you can incorporate real-life applications in small groups, discussions,

writings, and the opportunity to choose in a math lesson.

15

9. Identify a real-life application and explain how the real-life situations can be applied

in your classroom.

10. From the video, describe two of the instructors real-life applications. Your answer

should include specific examples of what the instructor role was as the facilitator and

how the students participated.

Answer Keys for Lessons 1-5

Lesson 1 Assessment: Use formal and informal assessments

1. Constructed response; Answers may vary.

2. Constructed response; Answers may vary.

3. C

4. B

5. C

6. Constructed response; Answers may vary.

7. Constructed response; Answers may vary.

8. Constructed response; Answers may vary.

9. Constructed response; Answers may vary.

10. Constructed response; Answers may vary.

Lesson 2 Assessment: Integrate Warm-up Activities

1. Constructed response; Answers may vary.

2. Constructed response; Answers may vary.

3. A

4. B

5. A

6. Constructed response; Answers may vary.

7. Constructed response; Answers may vary.

8. Constructed response; Answers may vary.

9. Constructed response; Answers may vary.

10. Constructed response; Answers may vary.

16

1. Constructed response; Answers may vary.

2. Constructed response; Answers may vary.

3. D

4. A

5. D

6. Constructed response; Answers may vary.

7. Constructed response; Answers may vary.

8. Constructed response; Answers may vary.

9. Constructed response; Answers may vary.

10. Constructed response; Answers may vary.

Lesson 4 Assessment: Differentiate Instructions

1. Constructed response; Answers may vary.

2. Constructed response; Answers may vary.

3. A

4. A

5. A

6. Constructed response; Answers may vary.

7. Constructed response; Answers may vary.

8. Constructed response; Answers may vary.

9. Constructed response; Answers may vary.

10. Constructed response; Answers may vary.

Lesson 5 Assessment: Emphasize Real-life Applications

1. Constructed response; Answers may vary.

2. Constructed response; Answers may vary.

3. D

4. A

5. A

6. Constructed response; Answers may vary.

7. Constructed response; Answers may vary.

8. Constructed response; Answers may vary.

9. Constructed response; Answers may vary.

10. Constructed response; Answers may vary.

KA Part 6: Instructional Sequence

In the study it is important that general and special education instructors are exposed to

various strategies that can be effectively used to enhance students with disabilities math skills.

The instructors will complete google tasks, visit websites, and watch videos of various math

17

strategies online. Additionally, the instructors will interact and discuss each activity/strategy on

blackboard. The instructors will login at a specific time and they will engage in an activity that

requires them to discuss the strategy for that particular activity. During the discuss instructors

will discuss how that particular strategy can be used with their student population. The

instructors will have the opportunity to practice the various strategies while completing activities

created in google docs. The instructors will apply these skills in their classroom or setting.

Furthermore, data will be collected throughout the process. The students data from the Georgia

Milestones Assessment and CRCT results will be compared to determine the effectiveness of the

instructional intervention.

Instructional Sequence

Sequence

1

2

3

4

Description

Students will be able to identify five small group math

interventions and demonstrate how each one is properly used.

Students will be able to identify 3 benefits of using group math

intervention strategies.

Students will be able to practice small group math

interventions in the instructors classroom.

Students will be able to apply five small group math

interventions in their classroom and assess student learning.

Objective

1A

1B

1C

1D

Lesson 1: Instructors will be exposed to instructional strategies that will enhance students

math skills.

Objective 1: To teach instructors how to conduct small group interventions effectively

1A: Initial Presentation: The instructors will watch videos online of various math strategies

being implemented. The instructor will be able to watch the video as needed. The videos will

provide the instructors with a step-by-step approach to effectively teach each strategy. This will

allow exposer to various small group math interventions.

1B: Generative Strategy: The instructors will login to Go To Meeting at 7:00 pm every

18

Thursday. The instructors will stay logged in and actively participate until 8:00 pm.

Motivational Strategy: This strategy will allow instructors to discuss various small group

math interventions. The instructors can help each other through the steps of each strategy

and provide feedback and guidance if needed.

1C: The instructors will practice various small group math interventions by completing math

questions in Google DOC and Edmodo. The instructors will master the steps of each strategy;

they must score 80% or better on the assessments to obtain mastery.

1D: Generative Strategy: The instructors will utilize various small group math interventions in

their classrooms or setting. The instructors will compare students scores on the Georgia

Milestones Assessment and the CRCT in math, to determine the effectiveness of the strategies.

KA Part 7: Objectives

Goals

Objectives

and informal

assessments (PL

session)

Students with

disabilities will enhance

their math skills.

and student pairs (PL

session)

Lesson 4: Differentiate

instruction (PL session)

Lesson 5: Emphasize

real-life applications (PL

session)

will enhance their math

skills.

will enhance their math

skills.

will enhance their math

skills.

Students with

disabilities will enhance

their math skills.

their performance on the

GA Milestones

assessment in math.

(1A) Watch YouTube

videos on various types

of formal and informal

assessments.

https://search.yahoo.co

m/search;_ylt=ArWT

VsrprWzzbn_unhEC6

aWbvZx4?fr=hpavasts&toggle=1&type=ava

stbcl&fp=1&cop=mss

&ei=UTF8&p=youtube

%20videos%20on

%20formal%20and

%20informal

%20assessment

(1B) Instructors will

participate in a Go To

Meeting discussion and

performance on the GA

Milestones assessment in

math.

(1A) Watch YouTube

videos on implementing

warm-up activities in a

classroom.

https://www.youtube.com/

watch?v=vFBWa3rL2Io

(1B) Instructors will

participate in a Blackboard

discussion on how to

effectively integrate warmup lessons. (1C) instructors

will complete an

assessment (Google DOC).

(1D) instructors will

implement the strategy and

assess students

performance (GA

Milestones Assessment).

performance on the GA

Milestones assessment in

math.

(1A) Watch YouTube

videos on flexible

grouping.

their performance on the

GA Milestones assessment

in math.

(1A) Watch YouTube

videos on differentiated

instructions.

https://www.youtube.com/

watch?v=YAWKxpCv1Fw

their performance on the

GA Milestones

assessment in math.

(1A) Watch YouTube

videos on how to apply

real-life experiences to

math lessons.

https://www.youtube.co

m/watch?

v=HtqlIVN9bh8 (1B)

Instructors will

participate in a

Blackboard discussion.

They will identify and

share various

experiences that are

related to the topic. (1C)

instructors will complete

an assessment (Google

DOC). (1D) instructors

will implement the

strategy and assess

students performance

https://www.youtube.co

m/watch?

v=AF3T2aZM3ko

https://www.youtube.com/

watch?v=Ohpk1JzepM0

(1B) Instructors will

participate in a Blackboard

discussion on grouping and

peer- learning. (1C)

instructors will complete

an assessment (Google

DOC). (1D) instructors

will implement the strategy

and assess students

performance (GA

Milestones Assessment).

https://www.youtube.com/

watch?v=kHLcSC_x8Hc

(1B) Instructors will

participate in a

Blackboard discussion.

They will identify and

discuss how

differentiation can be used

to teach math concepts.

(1C) instructors will

complete an assessment

(Google DOC). (1D)

instructors will implement

the strategy and assess

19

Assessments

UDL

informal assessments.

(1C) instructors will

complete an assessment

(Google DOC). (1D)

instructors will

implement the strategy

and assess students

performance (GA

Milestones

Assessment).

Google DOC

assessment

Multiple means of

representation

students performance

(GA Milestones

Assessment).

(GA Milestones

Assessment).

Multiple means of

representation

Multiple means of

representation

Multiple means of

representation

Multiple means of

representation

KA Part 8: Evaluation

The purpose of this evaluation is to determine the effectiveness of the online training that

instructors received on conducting small group interventions. The instructors received training

through multiple means that allowed them to explore various small group strategies that can be

utilized in a math class. They also had the opportunity to discuss and practice the various

strategies. Additionally, they completed an assessment for each of the lessons. If the instructor

scored 70% or greater; their score was satisfactory.

The audiences of this study were the general and special education instructors; they were

selected for this study because they are a direct source to students with disabilities learning and

performing in math class and math assessments. The lessons were created to provide the

instructors with various strategies that can be used to teach math. The major question of this

evaluation will allow the researcher to collect and analyze data, and determine if the training and

support for the instructors was effective.

There were multiple resources used in the study. The resources consisted of the

following: YouTube videos, Go to Meeting discussions, PowerPoints, and Word documents that

20

were related to the topic. The instructors will need knowledge from the various modules on

conducted small group strategies. They will also need knowledge of their student population.

Additionally, the instructors will have to analyze their students current data and determine how

they can utilize the various strategies to increase their students math skills.

The general and special education instructors will complete a 11 question survey that will

be created as a Google Doc. The survey will be completed after all of the modules have been

taught. The Google Doc will require a response to each question. There will be two questions for

each lesson that was taught. The questions will ask the instructors to rate the quality of the

training experience and how it impacted their students performance in math. Their ratings will

be analyzed to determine the effectiveness of the training. The data will be reported to the school

administrators and other stakeholders. The data will be presented at a school faculty meeting,

which will consist of a PowerPoint presentation, that will include students data and graphs that

compare the students previous and current performance in math. Additionally, the presentation

will consist of an outline of the training that the instructors received, as well as the instructors

survey data.

Instructors Survey

1. After participating in the study, have you utilized formal and informal assessments in

your classroom?

a. Yes

b. No

2. After participating in the study, have you used formal and informal assessments in 70%

a.

b.

3.

a.

b.

Yes

No

After participating in the study, have you utilized warm-up activities in your class room?

Yes

No

21

4. After participating in the study, have you used warm-up activities in 70% or more of the

lessons planned and taught in your classroom?

a. Yes

b. No

5. After participating in the study, have you utilized small groups or student pairs in your

class room?

a. Yes

b. No

6. After participating in the study, have you used small groups or paired assignments for

70% or more of the lessons planned and taught in your classroom?

a. Yes

b. No

7. After participating in the study, have you utilized differentiated instruction in your class

room?

a. Yes

b. No

8. After participating in the study, have you used differentiated instruction in 70% or more

of the lessons planned and taught in your classroom?

a. Yes

b. No

9. After participating in the study have you utilized real life applications to teach math in

your class room?

a. Yes

b. No

10. After participating in the study, have you used real life applications to teach math in 70%

or more of the lessons planned and taught in your classroom?

a. Yes

b. No

11. Did your students scores on the Georgia Milestones assessment in math increase after

you implemented small group interventions in math?

a. Yes

b. No

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Отменить можно в любой момент.