JOT2Task1Resubmit.doc High School Shop Class Learner Analysis Assessment Code: JOT2 Task 1 high School Shop Class and Measurement Instructional Setting and Content Area The Instructional Setting will be in a High Sc
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JOT2Task1Resubmit.doc High School Shop Class Learner Analysis Assessment Code: JOT2 Task 1 high School Shop Class and Measurement Instructional Setting and Content Area The Instructional Setting will be in a High School Wood-Shop. The content that will be focused on is the re-acquaintance with measurement, fractions and simple mathematic concepts like calculating area. Instructional Problem The instructional problem is the retention of basic mathematic concepts like calculating area, fractions (measurement uses fractions to a 1/16th of an inch in the instructional setting), and using a measuring tape. Beyond the retention of these concepts there is also a lack of confidence in using all the concepts that are needed in an everyday wood-shop classroom setting. Instructional Goal Statement The Instructional goal for these High School aged Wood-Shop students is for students to be able to read a measuring tape and use fractions, and perform basic mathematical skills proficiently. Measuring tapes will be provided, lessons presented by the instructor and exercises in these concepts will used to reach this instructional goal. {JNT2 needs assessment assignment} Requisite Entry-Level Knowledge and Skills The requisite skills that learners already should know prior to the implementation of this instructional unit are: ï€A fifth grade knowledge of fractions that should be reinforced prior to High School ï€A working understanding of how to find the surface area of an object. ï€A working. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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