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Jayna Dwarika ID Portfolio

From KNILT

This is a template for the ID portfolio page, where you will document your instructional design work in progress during this semester. DO NOT EDIT THIS PAGE. See the video guide on how this project works and how to set up your ID portfolio page: Zoom Video If you need to see examples, see Gërt Arnold Portfolio Page; Sarah Stolberg's Portfolio Page.

Navigation links: ETAP 623 Fall 2024 | Link to my mini-course front page Error Analysis in Math and Beyond


About Me

My name is Jayna Dwarika, and I am from Queens, New York. I am a 5th grade elementary school teacher. I graduated from York College, receiving my Bachelors Degree in childhood education and I am currently in the process of completing my masters at University at Albany in curriculum development and instructional technology. I have 6 years of experience working with elementary school-aged children and I enjoy it. Teaching has always been a passion of mine. I grew up in Queens, New York and attended public schools which greatly influenced my decision to become a teacher. I always look forward to helping each child grow academically, socially, and emotionally.

My Topic and Purpose

This mini-course will be about the error-analysis technique. This technique is a great tool to utilize in the classroom because it allows learners to realize that mistakes can be a learning experience. My goal for this mini-course is to educate educators on how to incorporate this protocol to promote critical thinking. While it was used for math, it can be used for ELA. After implementing this technique in my 5th grade classroom several times, I came to realize the positive outcomes. My students were learning from common mistakes, analyzing why these mistakes were made and correcting them to deepen their understanding.

Scope of Learning Outcomes and Content

For teachers, this course will provide them with methods to incorporate the error-analysis protocol. In addition, this course is designed to allow users to evaluate their teaching methods and find ways to integrate error analysis into their instruction. In this course, users will learn about:

  • What is error analysis and why is it beneficial to use in the classroom.
  • The four levels of cognitive demands in mathematical tasks
  • How to design tasks using this protocol

Needs Assessment

  • Educational Opportunity: The challenge in education posed by error analysis is the students' often incorrect interpretations or lack of understanding of material, which can impede their learning advancement. This offers a chance to improve teaching methods by methodically recognizing and tackling these mistakes to enhance comprehension and memory. By utilizing error analysis, teachers can identify individual misunderstandings, knowledge gaps, or consistent errors that point to underlying issues in a student's understanding. When students are also able to utilize this technique, they too can identify misconceptions and understand why they are making this mistake. This proactive strategy permits personalized interventions, empowering educators to offer specific assistance and input. In the end, the chance lies in improving teaching techniques and improving student academic results by closely examining mistakes.
  • About the Learners: The participants in this mini course are teachers who will be gaining some insight on the error analysis technique and how they can use it with their students. While anyone can take this course, it will benefit any grade level and subject teacher. Participants may have little to no experience with this technique. By the end of the course, they will have the basic knowledge to implement the technique in their classroom.
  • Addressing the Gaps: The main gap is students' insufficient abilities in recognizing and analyzing errors, which hinders their capacity to learn from their errors. Closing this divide necessitates specific teaching approaches that instruct students on how to effectively analyze mistakes, enabling them to manage their learning and enhance their academic results.

Analysis of the Learner and Context

Participants (Learners):

The individuals taking part in this short course are K-12 teachers, including both new teachers and experienced educators. They have different backgrounds, with varying levels of experience in error analysis techniques and different expertise in subjects like math, language arts, and science. The learning experience is enhanced by this variety, with participants able to discuss their own viewpoints and classroom obstacles.

Prior Personal/Cultural Experiences, Knowledge, and Skills:

Numerous educators have faced misunderstandings and mistakes in their students' assignments without being formally trained in systematic error analysis. They probably have firsthand experience with formative assessment and feedback tactics but might not have the necessary tools or frameworks to accurately analyze mistakes. Some individuals may have experience in traditional teaching methods from their educational backgrounds, whereas others may have been trained in progressive approaches. Moreover, the cultural backgrounds of teachers can impact how they interpret student mistakes, especially in classrooms with diverse populations that can be influenced by language and culture.

Interests:

Teachers are typically driven by a passion for enhancing student learning results and value methods that encourage student involvement and achievement. A lot of people are excited to discover new teaching methods and resources that can assist them in gaining a deeper insight into their students' cognitive processes and educational requirements.

Settings for Learning:

The mini-course will take place virtually, providing flexibility for those taking part. It will be created to support learning at different times, including interactive modules, and discussion forums. This feature allows teachers to participate in the material at their own speed while still enjoying group discussions with colleagues.

Time Commitment:

Participants should plan on dedicating around 6-8 hours to finish the mini-course. The time will be divided into multiple sessions, giving teachers a chance to think about and use the concepts in their own classrooms. Every module will consist of a combination of educational material, interactive tasks, and conversation starters to enhance comprehension.

Resources Needed:

In order to effectively participate in the mini-course, individuals must have a computer or tablet with internet access. Necessary resources will consist of tutorial videos, reading materials, examples of error analysis in different subjects, and guides for performing their own error analysis in the classroom. In addition, participants will gain from using online forums for collaborating with and receiving feedback from their peers.

This mini-course is designed to provide teacher participants with the skills needed to effectively implement error analysis techniques in their classrooms, enhancing student learning and engagement by meeting their specific needs, experiences, and interests.

Performance-Based Objectives

After completing this mini-course, learners will be able to:

  • Educators will be able to clearly state the principles and objectives of error analysis, illustrating how it can improve student learning and self-assessment.
  • Educators will be able to create strategies to assist students in reflecting on their mistakes, motivating them to assess the causes of their errors and explore other methods.
  • Educators will be able to create interesting tasks and drills that enable students to practice identifying mistakes in different areas like math, writing, and science.
  • Educators will be able to create a classroom environment that sees mistakes as valuable chances to learn, encouraging students to develop resilience and a growth mindset.

Task and Content Analysis

1) To effectively engage in this mini course and achieve the objective, participants need to know:

  • Foundational Knowledge of Assessment Methods: Understanding of different formative and summative evaluation strategies utilized within their academic setting.
  • Instructional Strategies: A basic understanding of different instructional strategies and interventions to help students correct errors.
  • Familiarity with Student Learning Needs: Awareness of different learning styles and needs, including how to identify when a student is struggling with specific concepts.
  • Teaching Experience: Hands-on experience that helps understand errors in student work better.
  • Reflection Skills: Participants should possess the ability to reflect critically on their teaching practices and student outcomes.

Unit 1: What is error analysis and why is it beneficial to use in the classroom?

After this unit the learner:

- will be able to understand errors in learning: defining different types of student errors (e.g., conceptual vs. procedural errors) and the reasons they occur.

  • will be able to define error analysis and explain its purpose as a told for identifying and understanding students misconceptions.
  • will be able to understand and identify the benefits of error analysis in the classroom.
  • will be able to engage in error analysis by reviewing sample student work, identifying specific errors, and devising targeted feedback or corrective instruction.

Unit 2: The four levels of cognitive demands in mathematical tasks

After this unit the learner:

  • will be able to understand the Four Levels of Cognitive Demand: Memorization, Procedures without Connections, Procedures with Connections, and Doing Mathematics.
  • will be able to analyzing tasks by cognitive demand level.
  • will be able to explain how different cognitive demand levels affect learning outcomes

Unit 3: How to design tasks using this protocol.

After this unit the learner:

  • will be able to present a structured protocol for designing tasks, explaining each step in detail
  • will be able to design their own tasks using the provided protocol.
  • will be able to facilitate a peer review session where students present their designs and provide constructive feedback to one another.
  • will be able to assess their experiences designing tasks and plan for future iterations based on feedback received.

Curriculum Map

References and Resources

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