Sahira Wadley

IMPACT ON LEARNING Requirements – May be used at Tk20

Design for Instruction
School & Montgomery County Middle School, a Title I school, is located in Ailey, Georgia, which is a rural area. Ailey is located in
community Montgomery County which has a population of 8,968. The county has a poverty rate of 25.3 %. Approximately 222 students
demographics; are enrolled at the middle school, with a 17:1 student to teacher ratio. There are eleven classroom teachers. Fifty-two percent of
student the student population is Caucasian, thirty-four percent is African American, and twelve percent are of the Hispanic descent.
characteristics Twenty-three percent of the students are proficient in reading and fourteen percent in math.
Standard(s) –
this could be ELAGSE7RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band
CCS, Ga. proficiently, with scaffolding as needed at the high end of the range.
Standards, or
Information
Literacy
Standards
Grade level 7th Grade
Pre/Post Test https://docs.google.com/forms/d/e/1FAIpQLSev6XTErtXjbGsPsZnj9nBKcJBb5Q4g1PbJSuh_drXLZfcSxA/viewform?usp=sf
(include actual _link
test here or
provide link or
attachment)
Detailed 1. Students took the pre-test.
Activity 2. Students were instructed to write the “I can” statement. (I can use the Dewey Decimal Classification System to find books in
explanation the media center to read and comprehend literary nonfiction.)
(include all 3. Students were shown an introduction video clip of how the DDC System works.
activities you (https://www.youtube.com/watch?v=8hIQwfDY5xY)
did plus all 4. Students were shown the teaching aid I created, a PowToon presentation, displaying the basic components of the DDC
resources used System. (https://www.powtoon.com/m/dR5uqgql5Ip/1/m)
for this unit of 5. The teacher further explained the DDC and provided students with more examples through the use of a PowerPoint.
instruction/lesso 6. Students viewed the DDC non-fiction section of the library.
n) 7. Students used their chrome books to complete the assigned 3 DDC review games on google classroom to partake in prior to
taking their post-test. https://www.quia.com/cm/13837.html?AP_rand=1429790859
https://www.quia.com/cc/7265.html
 Sahira Wadley

http://www.funtrivia.com/playquiz/quiz27740330028.html
8. Students took their Post-Test.

Analysis of Student Learning

Table, chart, or
graph of whole
group data Dewey Decimal Classification Pre-Test Results
15
Pre-Test Data
Results 13
Amount Answered Correctly

11

1
#2 #3 #4 #5 #6 #7 #8 #9 #10 #11
Test Question Number

Palmer's HR Beta Club Students

 Sahira Wadley

Table, chart, or
graph of Dewey Decimal Classification Post-Test Results
subgroup data 15

Post-Test Data 13
Results Amount Answered Correctly
11

1
#2 #3 #4 #5 #6 #7 #8 #9 #10 #11
Test Question Number

Palmer's HR Beta Club Students

Narrative of I graded the tests and graphed the amount of correct answers for each test question for both the pre-and post-tests. Then, I
findings separated the subgroup’s (Junior Beta Club students) data from the remainder of Palmer’s homeroom. After analyzing the data,
(explanation of I found some similarities, as well as, a few differences. Test question #2 data increased by a couple of points on the post-test in
visuals) both the whole group and subgroup data. However, test questions, #3 and #4, increased tremendously on the post-test within
both groups. Question #5 data didn’t change at all from pre-to post-test. Question #6 data increased in both groups on the post-
test. There was a decrease on question #7 in both groups. Question #8 increased within the whole group data, but decreased in
the subgroup data. An increase occurred within both the whole group and subgroup data on questions, #8 and #9. There was a
decrease in both the whole group and subgroup data on question #10 on the post-test, whereas an increase was made on
question #11 on the post-test. Overall, there were more gains made when the students took the post-test, that were consist in
both the whole group and subgroup.
 Sahira Wadley

Reflection and Self-Evaluation

Reflection on Strengths: The students seemed to enjoy my PowToon presentation and the review games the most out of every resource I
your instruction used to teach the lesson. I feel my overall delivery was insightful and good. The students remained attentive throughout the
– strengths / entire duration of the lesson, even though it was towards the end of the day when they were taught the lesson.
weaknesses /
changes Weaknesses: One of the weaknesses was a lack of time. Even though I taught the lesson in two days, it was still very quick,
recommended with having to set aside time for students to complete the pre-and post-tests both days. I feel if I had more time to teach the
lesson, the students would have performed better in both the whole group and sub-group. However, with the given time I had
to teach, I feel as though they did very well.

Reflection (what I would change): If I could teach this lesson again, I would change the amount of time I spent going
through the PowerPoint, so students would’ve had more time to practice using the DDC System. Even though the students did
acceptable on the post-test for only having practiced with it for two days, I feel more time would have enabled them to perform
exceptional on it. Overall, I enjoyed teaching the students about the Dewey Decimal Classification System and feel this lesson
will be beneficial to them in the future.
You may want to use this exercise for your Impact on Learning requirement at Tk20. If so, you will only include this final section, not
the Game links or Training Aid.
References

Capstone Publishers. (2010, August 11). Bob the alien discovers the dewey decimal system. Retrieved from

https://www.youtube.com/watch?v=8hIQwfDY5xY

Data USA. Data USA: Montgomery County, GA. Retrieved from https://datausa.io/profile/geo/montgomery-county-ga/

Niche. Montgomery County Middle School. Retrieved from https://www.niche.com/k12/montgomery-county-middle-school-ailey-ga/

OCLC. Dewey services. Retrieved from http://www.oclc.org/en/dewey/resources/public.html

 Sahira Wadley

Wadley, S. (2017, September 19). Mission impossible (Dewey decimal aid). Retrieved from

https://www.powtoon.com/m/dR5uqgql5Ip/1/m