Assignment 2
Analysis Report
by
Dave Winogron
EDD 8001 CRN 52457
Instructional Design and Development
Nova Southeastern University
June 11, 2006
2
Goal Analysis
Instructional Goal Statement
Fourth grade students will perform 2-digit by 2-digit multiplication accurately using the
lattice algorithm.
Target population
Students are expected to perform 2-digit multiplication upon completion of the fourth
grade. Selected fourth grade students from an urban elementary school located in New Jersey
who are having difficulty performing 2-digit multiplication need an alternate strategy to help
them perform multiplication without the aid of a calculator. Prerequisite skills to the lesson
include those mathematical skills learned in kindergarten through third grade. Student
prerequisite skills include: addition of single-digit numbers, multiplication of single-digit
numbers, understanding place values, and understanding the concept of regrouping. Upon
completion of this lesson, students will have an alternate strategy to accurately perform 2-digit
multiplication with paper and pencil.
The Goal Analysis Flow Chart, figure 1, shows the major steps to reach the goal.
Learning domain
This instructional task can be classified as an intellectual skill. Learners will be solving a
problem.
3
Goal Analysis Flow Chart
Identify problem as
2-digit multiplication
Draw square
Write first
2-digit factor
Draw diagonal lines
Draw lines in box
Write second
2 digit factor
M ultiply digits
Write answer
in intersecting box
Draw diagonal lines
Read final product
Write answers
Add numbers
Figure 1. Major Components of the Goal
4
Instructional Analysis
Fourth grade students will perform 2-digit by 2-digit
multiplication accurately using the lattice algorithm.
Read final product.
12
Write answer
in column # 4.
11.1
Write answer
in column # 3.
11.2
Write answer
in column # 2.
11.3
Write answer
in column # 1.
11.4
Add numbers
in column # 4.
10.1
Add numbers
in column # 3.
10.2
Add numbers
in column # 2.
10.3
Add numbers
in column # 1.
10.4
Extend diagonal lines outside
bottom & left of square.
9
Write answer
in box 1A.
8.3
Write answer
in box 2A.
8.4
Write answer
in box 1B.
8.5
Write answer
in box 2B.
8.6
If 2-digit
1 or 2 digit
answer?
8.1
If 1-digit
Add zero in
tens place.
8.2
M
Entry level skills
Addition of
single digit
numbers.
Multiplication
of single digit
numbers.
Figure 2. Instructional Analysis
Understanding
place value.
Understanding
Regrouping.
Vocabulary
5
M
Multiply
AxC
6.1
Multiply
AxD
6.2
Multiply
BxC
6.3
Multiply
BxD
6.4
Draw diagonal line through
each smaller square.
6
Draw vertical line
in square.
5.1
Draw horizontal line
in square.
5.2
Write first 2-digit factor
above square.
3
Write second 2-digit factor
to right of square.
4
Draw square
2
Identify problem type
1
Entry level skills
Addition of
single digit
numbers
Multiplication
of single digit
numbers
Understanding
Place value
Figure 2.1. Instructional Analysis continued
Understanding
regrouping
Vocabulary
6
A
B
Box 1A
Box 2A
C
Column 1
Box 1B
Box 2B
D
Column 2
Column 3
Column 4
Figure 2.2. Sample Problem Labeling
The instructional analysis flow chart contained in figures 2 and 2.1 outline the
subordinate skills and their sequential relationships. Figure 2.2 provides a sample labeling
system to assist with the proper sequence of the steps.
7
Learner Analysis
Information Categories
Data Sources
1. Entry behaviors



Interview - students
Personal observation
Pretest
2. Prior knowledge of topic
area


Interview - teacher
Subject matter expert
3. Attitudes toward content



Interview - students
Personal observation
Subject matter expert
4. Attitudes toward potential
delivery system







Interview – teacher
Personal observation
Subject matter expert
Interview – teacher
Personal observation
Interview – teacher
Personal observation


Interview – teacher
School records
5. Attitudes toward organization
6. Motivation for instruction
(ARCS)
7. Educational and ability levels
Learner Characteristics
Eighty percent of the learners in
the group interviewed have entry
level math skills. Some learners
use skip counting or box shading
to assist them with the
multiplication process.
Learners have attempted some two
digit multiplication with difficulty.
80% of the group interviewed has
generally positive attitudes. Some
learners are unsure of their math
skills. Learners may not have
mastered multiplication facts.
Learners favor cooperative
learning.
All learners have demonstrated
positive attitudes toward school.
Learners are somewhat unsure of
their math skills.
All learners have single digit
computation skills. Some have
rudimentary 2-digit skills.
Implications
Learners having adequate entry
level skills should meet with
success.
Learners will be successful with
an alternate strategy that builds on
lower entry level skills that they
have already mastered.
Success with this method will
improve learner confidence
levels.
Learners could discover
importance of familiarity with
math facts.
Continued positive attitude
toward school can be maintained.
Learners will be able to recognize
and use multiple strategies for
problem solving. Additional
activities that provide successful
experiences would be beneficial.
Successful completion will help
learner meet district expectations.
8
Information Categories
8. General learning preferences
9. Group Characteristics
Data Sources




Interview - students
Personal observation
Personal observation
School records
Learner Characteristics
Implications
Learners use multiple
intelligences.
There is only one fourth grade
class contained at this school.
Students are found to be typical
fourth graders, 10 – 11 years old.
The class contains 24 students, 11
female and 13 male. 14 students
are of Hispanic origin while the
remainder is African-American.
Learners will gain an appreciation
of other students’ learning styles.
Heterogeneous or homogeneous
grouping within class is possible.
9
Performance Context Analysis
Information Categories
Data Sources
1. Managerial/ supervisory
support
2. Physical aspects of site

Personal observation

Personal observation
3. Social aspects of site


Interview – teacher
Personal observation
4. Relevance of skills to
workplace


Personal observation
Subject matter expert
5. Site compatibility with
learner needs

Personal observation
Performance Context
Characteristics
Teacher and principal are
supportive of new strategy/skills.
The classroom was approximately
28 feet by 24 feet, somewhat small
for a standard elementary
classroom. Desks were arranged in
rows with very little walking space
between desks or around the room.
Students worked independently or
in pairs for cooperative learning
experiences. Target group, those
not having mastered skill
proficiency, work with other
students having more proficiency
allowing for peer learning/tutoring.
Learners should be able to perform
multi-digit calculations without aid
of a calculator.
Small or large classroom can
provide all needs. No specialized
equipment is required.
Implications
Generally positive environment
promotes love of learning.
Due to classroom size there are
limitations toward desk
arrangements and setting up the
classroom for smaller group
learning or center-based
activities.
Learners will acquire skills to
catch-up to classmates. Since
only one fourth grade class
resides in the building,
grouping by ability is limited.
Multi-digit calculations are
skills required for next grade.
Classroom is compatible with
learner needs.
10
Learning Context Analysis
Information Categories
1. Number/nature of
sites
2. Site compatibility
with instructional needs
3. Site compatibility
with learner needs
4. Site compatibility for
simulating workplace

Data Sources
Personal observation

Personal observation


Personal observation
Interview - principal

Personal observation
Learning Context Characteristics
Only one fourth grade class is in the
school, atypical for other district schools.
Learners do not require additional
equipment for this instructional goal.
Learners are hampered by small
classroom space. Classroom was
designed for smaller class size.
Independent or cooperative learning is
possible.
Implications
Homogeneous grouping is limited
since student numbers are limited.
Environment adequate for
instruction.
Environment adequate for
instruction. Learners could benefit
from additional classroom space.
Cooperative learning leads to
teambuilding experiences and
community-building.
11
Data for the Learner Analysis and Context Analysis was collected via on-site personal
observation, informal interviews, and a short pretest conducted with 5 students. Students were
selected by their teacher as representing the target group of those fourth grade students having
difficulty with 2-digit by 2-digit multiplication. The pretest contained 4 sample multiplication
problems to gauge student proficiency with entry level skills. Informal group interview
techniques were used to determine student attitudes toward content, delivery system, and
organization. Informal interviews were also conducted with the school principal, fourth grade
teacher, and a subject matter specialist.