Rwilford Assignment8 Medt 7490

Richard Wilford
MEDT 7490
Dr. D’Alba
Surface Area
The Client:
Corey Rudd has been teaching for approximately 15 years, and has been with the Cobb
County School District for 8 of them. Before coming to the Cobb County School District, Corey
has taught in Michigan. Corey has taught both elementary and middle school, with this being her
4th year teaching middle school, 6th grade math to be exact. Corey has been named Durham’s
Teacher of the Year for the 2019-2020 academic school year. Her GA certification number is
1147131, and her email is corey.rudd@cobbk12.org .
Instructional Problem:
Mrs. Rudd explained that every year her students struggle with the geometry unit, in
particularly surface area. She mentioned that they struggle the most with surface area as it
contains multiple steps and can be complex. She was thinking that maybe she was doing
something wrong in her teaching/explaining, and she wants to figure out a way that she can help
her students’ grasp the concept so that they are not struggling with the concept when they move
to 7th grade as they will see surface area again, and it will be more intense. She explained that she
has the students write notes in their MSG (math survival guide) and that she gives them
completed examples/steps to write down for reference and practice.
Instructional Model:
I felt that the best model to use for this lesson was the ADDIE model. The ADDIE model
is a systematic instructional design model that consists of five phases. The ADDIE model stands
for Analyze, Design, Development, Implement, and Evaluation. These are also the five phases of
the model, and they appear in that particular order.
Redesigned Lesson Description:
Students will come into class, and they will begin by opening up their notes to the pages
with surface area on them. Once they have their notes open, we will show the infographic video
that was made by Powtoon. This will allow them to see another visual to help with understanding
the material. After watching the video, there will be a powerpoint that will be displayed where
students will practice solving the problems on the powerpoint with a whiteboard and dry erase
marker. Students will be able to work independently, or with a partner. While both Mrs. Rudd
and I are walking around delivering instruction, we will be able to help assist the students who
are showing a demonstration that they need more assistance.
Methods to Assess/Evaluate Lessons:
Students will be evaluated by given an exit ticket. This exit ticket will have four
problems, but the students will choose any two of the problems to complete. Students are to work
on this independently, but they are able to use their notes as guidance if needed. When the
students finish, Mrs. Rudd and I will sit down at the end of the day to evaluate the exit tickets to
see if more instruction needs to be done, or if students are grasping the concept. The plan is for
students to grasp the concept. For the students who are not grasping and understanding, they will
be given more practice and a remedial worksheet to help them show mastery of the standard.
Artifacts:
Artifact 1 is the Powtoon video that was made for instructional use. The video is embedded in
my website for you to be able to see.
Artifact 2 is the instructional powerpoint that students practiced with after watching the powtoon
video.
Artifact 3 is a worksheet (exit ticket) that I found from k5learning that students will work on to
show mastery of the skills. There are four problems on the worksheet, and students will have the
option of picking two that they want to be graded.
I believe that these artifacts should work because students will have another visual, and they will
have guided practice problems that both instructors will be providing them with.
ACRL:
The standards that correlate with this assignment are Standard 3 and Standard 5. Standard
3: The visually literate student interprets and analyzes the meanings of images and visual media.
Standard 5: The visually literate student uses images and visual media effectively. The students
are looking at the images and determining the side lengths, widths, and heights to determine
what the surface area is.
Reflection:
I thought that this assignment would be fairly easy, but then I realized that it was a little
bit of a challenge. One of the reasons why this assignment was challenging is because the
students have already finished the Geometry unit (Unit 5) and were already on Unit 7. However,
since the students were getting ready for the Georgia Milestones, this assignment came at a good
time so that students could review and get more practice with Geometry and Surface Area. This
assignment was also a challenge because I wanted to instruct with Mrs. Rudd, so we had to
combine our classes. We were able to use the 6th grade lab which is next door to her classroom,
and across from my classroom, and combine our classes that way. I did have fun with this
assignment and it was good to be able to combine our teaching skills and allow for the students
to have both of us teach them. They seemed to enjoy it, and so did we.

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Richard Wilford

1147131, and her email is corey.rudd@cobbk12.org .

completed examples/steps to write down for reference and practice.

the model, and they appear in that particular order.

Redesigned Lesson Description:

are showing a demonstration that they need more assistance.

Methods to Assess/Evaluate Lessons:

what the surface area is.

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