Needs Assessment

Step I: Intent Statement

Instructional Problem

The instructional problem involves teaching mathematics to a student named Josh. Josh has an extreme dislike for the study of mathematics, and is not responding to a traditional instructional approach.

Intended Setting

The setting for the instruction will be in the Public Library where computers are accessible.

Participants

The participants in the instructional process will consist of Josh and myself.

Proposed Solution

The proposed solution for this problem is to use computer technology in the form of a webquest with the purpose of getting Josh to participate in some mathematical activity. The webquest can be completed independently with some instructor facilitation.

Supporting Details

Based on literature, and personal experience, a webquest approach to mathematics instruction appears to be a good way to get disgruntled students engaged in mathematics. Students must participate in mathematical activities to develop their mathematical abilities. Students generally like working with computers.

Step II: Gather Information

Informational Sources

Interview with Josh's administrator
Interview with Josh's father
Interview with Josh
Observations of Josh taken over the past four months
Literature

Learner Profile

Age: 17 year-old
Gender: Male
Educational Level: 10th grade
Achievement Level: Josh is not performing at grade level in writing and mathematics.
Prerequisite Knowledge and Skills: Josh has good reading skills and he can do basic arithmetic.

Socioeconomic Background

Josh lives with his father.
Josh's father works in the construction field.
They rent a two bedroom apartment.
They have all the basic necessities except for an automobile.
The apartment is very cold in Winter.
Josh complains there is never any food in the house.
Josh would be best classfied as poor.

Learning Style Preferences

Josh is not a passive learner, and needs to be actively involved in the learning activities.
He enjoys field work, and hands-on learning activities.
Josh enjoys reading, but can't tolerate textbooks.

Motivation

Josh is motivated in activities he finds enjoyable. He is impossible to motivate when working on things he finds uninteresting, or "boring."

Attitudes

Josh has very negative attitudes about many things. He is generally not a very happy person.

Expectations

I expect there to be some difficulties for Josh in completing the webquest, especially the mathematical parts of it, but I also expect him to be able to complete it successfully.

Physical Factors

Instructional Environment

Facilities: Public Library
Equipment: PC, pen, paper
Instructional Lifespan: Good

Support Environment

Site Distribution: One location
Management and Coordination: I will meet Josh at the Public Library.
Seasons and Climate: Not a factor

Use Factors

Instructional Environment

Patterns of Use: 1-3 days
Size of Group: 2 people
Schedule: 4pm-5pm

Student Characteristics

Entry Skills: Good reading, basic arithmetic, good computer skills
Attitudes: Extremely negative, semi-cooperative
Perceptions: Not good
Physical or Psychological Handicaps: Bipolar disorder, A.D.D., Anger Management
Medications: Depakote ER
Anxiety Levels: High
Expectations: Behavioral difficulties are expected.

Administrator Characteristics

Job Description: Help Josh complete the webquest.
Required Skills: Speak and read English, understand the webquest and how to complete it

Step III Summary

Josh is in need of math instruction. The major issues that characterize the problem are Josh's issues with textbooks and math in general. After speaking with Josh, his father, his school administrator, and making observations of Josh for several months, it is clear he needs an intervention.

The instructional solution is to use computer activities in order to present the instructional content in a different light. Josh has good reading skills, basic skills in arithmetic, and an irrational hatred for mathematics. The instruction is to take place in the public library to give Josh access to a computer.

Performance Objectives

Situation: encrypted messages
Learned Capability: rule (algorithm)
Object of Learned Capability: decode encrypted messages
Action: determine the hidden message
Special Constraints: Application of rules for decoding

Curriculum Map

Dave Rogers ICM

Task Analysis

A) Find the Two Middle Letters

    1) Assign a natural number to each letter in order to generate a correspondence.
            Assign the number 1 to the leftmost letter.
            Assign the number 2 to the letter one place to the right of the leftmost letter.
            Assign the number 3 to the letter two places to the right of the leftmost letter.
            Continue assigning numbers in this fashion until every letter in the message has a 
            number assigned to it.
            The number assigned to the rightmost letter in the message is also the total  
            number of letters in the message.
    2) Divide the total number of letters by 2.
            This quotient is the number of the first middle letter.
    3) Add 1 to the number of the first middle letter to get the number of the second middle
       letter.
    4) Draw a line perpendicular to the line of letters between the two middle letters in order
       to divide the message into two groups.  Call the group to the left of the line the left
       group, and the group to the right of the line the right group.  
    5) Erase the numbers assigned to the letters.

B) Reassignment of Letters

    1) Assign consecutive odd natural numbers to the left group of letters beginning with 
       the number one.  Begin with the leftmost letter and work from left to right.  Do not
       skip any letters or numbers.
            Assign the number one to the leftmost letter.
            Assign the number three to the letter one place to the right of the leftmost 
            letter.
            Assign the number five to the letter two places to the right of the leftmost 
            letter.
            Continue assigning numbers in this fashion for all the letters in the left group.
    
    2) Assign consecutive even natural numbers to the right group of letters beginning with 
       the number two.  Begin with the leftmost letter and work from left to right.  Do not
       skip any letters or numbers.
            Assign the number two to the leftmost letter.
            Assign the number four to the letter one place to the right of the leftmost 
            letter.
            Assign the number six to the letter two places to the right of the leftmost 
            letter.
            Continue assigning numbers in this fashion for all the letters in the right group.

    3) Write the letters according to their corresponging numbers in order from least to
       greatest.  Write them all on the same line.  Do not skip any.