Design

Design The second phase of the ADDIE model is the design plan. The standards that will be taught are as follows: MM2D1: a. Using sample data, students will make informal inferences about population means.  b. Understand and calculate the mean and standard deviations of sets of data.  c. Use mean and standard deviations to compare data sets.  A matrix of the design plan shows the important considerations for successfully guiding students to the goals of the unit. See Figure 2. Differentiated Design Plan
 * Author / Creator || Learner Style || Readiness || Interest ||
 * Teaching Strategies || Use of interactive white board, calculators, sketchup, computer games, graphs, group work, movement and sharing || Vary formative assessments in order to scaffold according to need || Allow choice of oral presentation, PowerPoint, role play assisted by other students ||
 * Student Needs || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Visual, bodily-kin. & interpersonal dominate the classroom || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Allow students to work alone or with the help of a partner || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Allow choice of oral presentation, PowerPoint, role play assisted by other students ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">survey || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">x   || ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">x   ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">observation || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">x   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">x   ||  <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">x   ||

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">In this plan technology will be used for learning, recording data, practicing concepts, and displaying results. There will be an introductory lecture to cover basic vocabulary and concepts to give students the foundation knowledge that they need to get started. Students will be asked to create a mind map or mental model (Magliaro & Shambaugh, 2006) of the lecture. They will be allowed to view it and change it throughout the unit, which works well for visual and bodily kinesthetic learners. Students need to organize their thoughts on the basic concepts of statistics. They also need to come to grips with the analogy that describes statistics formulas as a group of tools. They already know, for example, that a hammer, pencil, or a clothe are tools used for different purposes. The students need to build on that thought to learn how to discern the specific uses for the statistics formulas. As students work on the statistics unit, they will have ample opportunities to work together to compare their newly learned ideas. According to Reiser (2001) in order to follow the constructivist plan of instruction, it is important to take into consideration ways to allow students to work together in groups on projects. Part of the learning objectives is for them to discover by sharing their thoughts as they interact in groups. The visual, body-kinesthetic, and interpersonal students in the classroom will learn much from participating in games set up to help them to learn vocabulary for the unit and proper use of the formulas and concepts. Games will be used for repetition, which enhances retention, and practice time will be given to the students which will reinforce understanding and technique. There will be an assignment that allows the students the opportunity to collect and sort data. All of these pieces will lead up to the performance task, which is a task where the students get to be the teacher and use statistics to make a decision on which student deserves to win the mathematics student of the year award. The learning objectives include learning vocabulary, understanding that statistics formulas are tools that are useful for helping us to make decisions, and becoming skilled at choosing and using these tools.