Needs Assessment

Question 1: What Do You Know?

For the Connect-type activity, my 2^nd grade students will need to reflect on past lessons of multiplication to complete the worksheets in the activity provided.  The students should have:

·       an understanding of the simple multiplication concepts

·       a concrete understanding of the multiplication process

·       an understanding of the multiplication fact families

·       the ability to multiply one-digit whole numbers by one-digit whole numbers

·       the ability to multiply by tens

·       the ability to multiply one-digit whole numbers by multiples of 10

·       the ability to multiply two-digit numbers by one-digit numbers without regrouping or using drawings

·       the ability to group number by ones and tens

Question 2: What Do You Want To Know?

            After the students have completed the scavenger hunt and worksheet activity, I would like to see all the students can demonstrate a clear understanding of multiplying by one-digit and two-digit numbers.  “Some things to remember: 1) If children cannot model a particular type of problem and solve problems of that type by counting, then they don't know what problems of that type mean.  2) The reason to memorize so-called "facts" (like 3x4 = 12) is to allow simple word problems to be solved quickly, without models and without counting” (Madell & Madell, 2011, p. 47).  The students should be able to use the memorized fact families to figure out the simple word problems provided on the worksheet during the scavenger hunt activity.

Question 3: What Are Your Trying To Measure, Determine, or Define?

            With the worksheet activity in conjunction with the scavenger hunt, I am trying to determine if my students have a concrete understanding of the principles of multiplication.  “Optimal conditions for learning are created by inspiring children’s active exploration rather than having children adopt a passive role.  Setting a playful and positive tone may be especially important for the learning of mathematics, as children vary widely in their attitudes towards the subject” (Zosh, Hassinger-Das, Toub, Hirsh-Pasek, & Golinkoff, 2016, p. 46).  In using the worksheet work during a scavenger hunt, I am creating a playful environment for my students in hopes of increasing learning results.  The worksheet will measure students’ ability to:

·       understand the simple multiplication concepts

·       show a concrete understanding of the multiplication process

·       an understanding of the multiplication fact families

·       multiply one-digit whole numbers by one-digit whole numbers

·       multiply by tens

·       multiply one-digit whole numbers by multiples of 10

·       multiply two-digit numbers by one-digit numbers without regrouping or using drawings

·       group number by ones and tens

Question 4: How Will You Collect and Record Information?

            The students will receive a worksheet where they will complete all the multiplication problems while showing all their work.  The students will have the choice to work in a two person group or as individuals during the scavenger hunt.  They will move about the classroom looking for the clues to answer the multiplication problems.  There are a total of 12 problems for the students to solve. 

At the end of the activity, the students will turn the worksheet into the teacher for grading.  The worksheets will be graded on based on the completion of the worksheet and the accuracy of the math problems.  Each problem will count 9 points with a bonus of 4 points if you work as an individual or do not need any prompting for another student or class aid.  In addition, one of the class aids will be observing the students as they move about the room completing the worksheet to see if they needed help or could complete the work on their own. 

Question 5: How Will You Report The Information You Collect?

For the purpose of reporting the information collected from this activity, I will continue to use portfolios to show the students work and progress.  “Use of assessment data has become a part of school culture in the United States and, when used properly, assessments can provide valuable information” (Cruz & Zambo, 2013, p. 40).  Once the worksheet has been graded, it will be added to the student’s portfolio for review by student, parents and teacher.  “Portfolios allow students to gather evidence of their learning, see changes in their learning, and talk intelligently about their progress and needs.  Instead of learning and work being separated, a visual and verbal means to conjoin the two is created in a portfolio” (Cruz & Zambo, 2013, p. 41).

Question 6: Are All Interested Groups Included in Planning and Conducting the Needs Assessment?

For this assignment, all teaching staff including para-educators, special education, resource teachers, ELL and ELA teachers, and extend staff will be involved in develop appropriate ideas for creating the assignment.  Each member will be consulted in regards to grading of material and choosing assignments for the portfolios.  In regards to the portfolios, each member will select different pieces of work to be included in both the mini and original portfolio.  By including the special education and resource teachers, the ELL and ELA teachers, and para-educators, the teacher will be able to include any missed observations caught by the extend staff.  The extend staff will be able to ensure the work is appropriate for the students preventing the work from being too easy or complicated for those with special needs from language to physical barriers.

References

Cruz, H. L., & Zambo, D. (2013). Student data portfolios give students the power to see their own learning. Middle School Journal, 44(5), 40-47. doi:10.1080/00940771.2013.11461871

Madell, R., & Madell, J. R. (2011). Learning the language of elementary arithmetic. Multiplication. Volta Voices, 18(3), 46-47. Retrieved from http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?sid=406e3561-9815-4b24-9af8-dec1ace331c8%40sessionmgr106&vid=15&hid=113

Zosh, J. M., Hassinger-Das, B., Toub, T. S., Hirsh-Pasek, K., & Golinkoff, R. (2016). Playing with mathematics: How play supports learning and the common core state standards. Journal of Mathematics Education at Teachers College, 7(1), 45-49.