Mathematics and statistics

Summary of the lesson

Grade two students at Lincoln school started their mathematics class on the topic of addition and subtraction. The study was based on a question of how many beans did not sprout after 56 beans were sown and 27 of them sprouted out. The teacher grouped the class in twos so as to help them grow their ability to share ideas that could help in getting the answer (Annenberg Media, n.d). She also assigned them to explain the strategy that each group would use in order to come up with the answer. The teacher listed the rationale for each group’s answer as the students explained their strategy of subtraction. The classroom was consisted of diverse students of a deaf, a Chinese and the Native Americans were the majority (Annenberg Media, n.d).

As anyone would expect, some students were fast learns while others were a bit slow. Some were confident while others were shy. The teacher opened a forum whereby a student would present his or her strategy on the blackboard with an aim of building their confidence. The students exhaustively expressed their thoughts as the teacher kept encouraging and congratulating their ideas. The teacher ensured that all the students have participated in the problem solving (Annenberg Media, n.d). The next question was requiring them to express the strategy they used to subtract 28 from 56. One student gets troubled and stuck in this problem claiming that her strategy did not make sense. The teacher however gives a chance to another student who comes and successfully manages to solve the problem. Finally, the teacher concludes by reflecting on what is expected of them in the subtraction problems. She was able to identify their strengths and weakness for the problems.

Analysis

There are numerous tips that one can borrow from how the teacher conducted the lesson. First, the teacher initiated the discussions by posting three questions concerning the beans that sprouted and those that failed with respect to those that were sown. This is a good start off since it specializes on a specific area of study that is exploited until the students get it right. The teacher has also embraced the concept of student involvement using effective teaching techniques.  First, she allows the students to discuss in groups of two which encourages the sharing of ideas and use of collaborative intelligence to come up with a solution. It is also achieved using presentations where students write down their strategies on the black board (Annenberg Media, n.d).

Focusing on how the students were handling their problem, the approaches indeed differed. Most of them brought to the table the correct answer while few did not. Sub subtracted first the tens then ones while others did the vice versa. Some did the subtraction directly but the teacher insisted on the rationale for their answer. The context of the study has a significant part to play in the student’s understanding. It is a classroom context where a student can easily mingle with his or her age mates and share ideas. Unlike while the student is at home or another setup, the classroom environment is suitable for student’s learning and understanding (Annenberg Media, n.d).

From this lesson, the teacher has intervened the learning of the students effectively. For instance, she has connected the lesson to the prior knowledge of sprouting and sowing of the seeds. She has also intervened through grouping the class for effective learning. In every group, the teacher has monitored its progress and words motivation was heard throughout the lesson. These are just a few of the numerous intervention strategies that were used by the teacher (Annenberg Media, n.d).

Reference

Annenberg Media, (n.d). Teaching Maths: Bean Sprout. Retrieved from: http://www.learner.org/vod/vod_window.html?pid=1736

Scope of science curriculum

    The scope is a term that is used to define the extent of a given task or subject that is involved. This can be viewed as the breadth, length, and range at which an activity occurs. This is an important aspect of any school curriculum as most of the teachers are expected to implement the scope aspect in their career. A science teacher is required to know the extent to which they need to reach in their teaching activity basing on the education level. Scope, therefore, implies an interest in the basic ideas of science and its core to teaching science at all educational level (Unwin 2012). Curriculums can be very devastating especially when the teacher is unable to define its breadth. Science curriculum, in this case, refers to all what a student is supposed to learn as well as be taught in science classes or lessons. Thus the scope of the science curriculum identifies the breadth to which the students should be exposed to, taught and learns about in a science lesson. It is through the understanding of this scope that the science instructors and the teachers are guided while carrying the activity of teaching and guiding. This enables the teacher to avoid being overwhelmed and thus he/she is able to remain focused in the planning of the science curriculum. This also enables the teachers to assess the students’ readiness for and the receptiveness to the science curriculum and thus both the teacher and the students are able to have a meaningful experience in their science learning. The scope is thus important as it provides a good structure for the learning activity through enhancing the teachers to present the knowledge in a logical way (Unwin 2012).

References

            Unwin, D. (2012). Teaching geographic information science and technology in higher education. Chichester, West Sussex: Wiley Blackwell.

            Transfer of Training and Evaluation

            Instrument 1: Pre-Test

            Training transfer is described as the general utilization of skills and knowledge back to the tasks.  I chose to utilize level one and two which is pretest as well as learning respectively (Kirkpatrick, & Kirkpatrick, 2010).  The gains achieved by the trainees would be measured by the immediate supervisor conducting the test after the training and also in a month time.  This kind of information is not the kind that can be collected and analyzed in a single form because summarization and analysis of the findings must be done (Kirkpatrick, & Kirkpatrick, 2010). This will then help to develop a clear conclusion based on the training effectiveness and impacts on employee’s performance.

            For the first level which is the pre-test of module fingerprints, I have developed multiple questions through the utilization of Survey-Monkey on the link www.surveymonkey.com.  Assessment of this level one assesses how trainees react based on the training that they received. It is crucial to get a positive reaction. Although the indication of a positive reaction may not be effective in ensuring learning,   because if the trainees fail to react in favorable manners then the probability of attaining motivation during the training is lowered.  Reaction evaluation is similar to assessing the satisfaction of customers.  In order for training transfer to be efficient favorable reaction is highly necessary. I accomplished this task by the utilization of the free available version due to costs and time considerations for the test.  However, the free version was limited to only ten questions as the pay version offered twenty-five questions. I, therefore, feel that the questions would have proved to be more effective if I utilized the pay version. This is mainly because the pro version would offer me the chance to ask more questions to the employees as well as get adequate and developed feel for the knowledge of the trainee.

In the quest to evaluate and establish the amount of knowledge that every employee gained from the trainee session, I would utilize the pre-test in gaining the present knowledge about the matter.  In order to make the process effective and efficient by not scaring of boring the employees would ensure that I make it clear to them that the pre-test and the training program is based on testing their current knowledge. I would additionally ensure that they know that the measure of their current knowledge would not be measured at any cost and the information provided will remain confidential. This procedure would thus ensure that the employees are not overwhelmed or get the feeling of intimidation when conducting the training. After the completion of the test, I will then utilize the same test to make a comparison of the scores to the trainee’s pre-test.  This process will assist in developing understanding about the knowledge of the trainee which they achieved from the training program and evaluate Kirkpatrick’s level two frameworks which are the use of questionnaires.

            The pre-test will be useful in setting the pace the materials that will be trained during the whole program.  This will, therefore, be an excellent evaluation tool of investment return (Werner, J. M., & DeSimone, 2012).  Through the developed pre-test trainers and the managers can evaluate the training program based on weaknesses areas as well as re-account the strengths of the trainees.  Because the trainees will receive both field and classroom training the pretest will, therefore, be useful in preparing the trainees through developing their awareness of the significance of fingerprint gathering for evidence provision.

            An immediate supervisor will thus accompany the trainee’s to the classroom as well as in the field in order to reduce the probability of fingerprint errors and contaminations which are associated with training transfer.  Therefore it will be important to get the performance feedback from the classrooms and field from the immediate supervisor, trainers as well as the managers. This will work in ensuring that the utmost raining transfer care to the trainees meets the corporation’s future aims as well as the needs of the trainers for excellent field of performance.

            Survey Instrument

            Consent Form

            The aim of this evaluation is to measure the effectiveness of the training program. I invite you all in participating I the survey monkey evaluation as well as in filling the questionnaires.  Your participation will be of great help in developing future evaluations for the training programs.

            Your general participation in this study is voluntary and therefore one can select whether to take part.  One can withdraw from participation at any time and the withdrawal will not, therefore, generate any penalty.

            The process procedure will entail the filling of an online survey which will require only thirty minutes.   All the responses will be treated as confidential and personal and background information will thus not be gathered.

            The survey questions will include training ability evaluation, a general rating of the program of training, motivational forms, effective training approaches, appropriative of materials, training effectiveness of the surrounding, content suitability, understanding enhancement, trainer efficiency, general motivation and training program motivation.

            All the strategies will be utilized in ensuring that the information is kept confidential. All the gathered information will be stored in an electronically protected format.  This will help in protecting the confidentiality thus personal information will be eliminated. The study resulted will be utilized for academic aims. If any question arises about the study, please feel free to contact me.

Please choose your decision below.

Agree or disagree

            Instrument 2: Questionnaires

            Level two involves the evaluation of learning.  In this level of assessment evaluation, therefore, evaluates the extent to which the trainees transform their attitudes, develop knowledge and develop skills due to attending the program of training.  One of the above-mentioned changes is bound to occur if the transformation in behavior has to occur.

            In this level, I chose to utilize questionnaires as the evaluation instrument as they are probably the most normally utilized forms of training programs assessment. Additionally, questionnaires are advantageous because they provide confidentiality and a wider variety of information.  The questionnaires contained both open and close ended queries to ensure that maximum information is acquired from the evaluation process.  Open-ended questions hold a unlimited number of answers which helps in developing a comparison between the feedbacks provided by the trainees.  They provide the respondents with the chance of expressing their individualized ideas.  However, this form of questions may be challenging to analyze because of the variety of feedback that they provide to the researcher (Schneider, 2014).  On the other hand closed questions help the analyzing process as the respondents are required to select their feedback from the provided list (Schneider, 2014).

            The questionnaire will assist in preparing the future and assist in developing as well as other materials.  East section of the questionnaire with cover significant aspects of developed training surrounding.  The utilized questionnaire will contain eleven sections which are contents, teaching strategies, materials, facilitator, the general motivation for learning, the relevance of the training program, the appreciative level, length, time, general evaluation, facilities as well as organized developments. 

Questionnaire

            Consent information

            You are invited to fill the questions. Personal information will however not be collected for confidentiality details. Participation is clearly voluntary and one can withdraw at wish. The findings will be utilized in developing future programs and for academic progress.

            Questions

Q1.  Contents: Was the training content suitable?

Yes or NO

1. In your opinion what strategies can be utilized in developing the content?
2. Which sections of the training program content made you feel motivated in comparison to the distinct sections of the content?

Q2. Teaching strategies: Were the training materials utilized useful?

 Yes or NO

Q3. Materials: Were all the teaching strategies utilized suitable?

Yes or NO

Q4. Facilitator:  Was the trainer efficient in delivering the programs objective?

Yes or NO

Q5. General motivation for learning: Did the provided content inspire you to learn even more?

Yes or NO

Q6. Relevance of the training program: Was the raining program appropriate to all your necessities?

Yes or NO

Q7. Appreciative level: Did the training content enhance your understanding?

Yes or NO - Present an elucidation

Q8. Time: Was the training length suitable for the general program?

Yes or NO - Present an elucidation

Q9. Length: Was the length of the program suitable?

Yes or NO - Present an elucidation

Q10. General evaluation: What is your personal program rating based on the experience?

Yes or NO

Q11. Organized developments: In what ways will you apply the learning derived from the program?

References

            Kirkpatrick, D. L., & Kirkpatrick, J. D. (2010). Evaluating training programs: The four levels. Sydney, NSW, Australia: ReadHowYouWant.com.

Schneider, K. (2014). Transfer of learning in organizations.

Werner, J. M., & DeSimone, R. L. (2012). Human resource development. Mason, OH: South-Western.