Design Document for

Place Value
By Sara Provost
Purpose of the Course The primary focus of this training is to increase teachers knowledge and
understanding of place value concepts, as well as to improve the teachers
instructional and assessment practices related to place value.
Audience Description

Major Course
Objectives (Terminal)

The primary audience will be comprised of:

Teachers of students in kindergarten through 5th grade
Age range of participants: 22-64
Languages spoken by participants: 93% speak English as a first
language, 7% speak another language as their first language and are
fluent in English
Male and female teachers: 86% female, 14% male
Teachers with 1 to 30+ years of teaching experience
All teachers consistently participate in district wide professional
development
Other audiences may include school specialists, such as the school
administrator, school counselor, and instructional coordinator
Teachers will apply their knowledge of prerequisite skills for place value.
Teachers will evaluate student work to assess students misconceptions of
place value and determine instructional strategies to correct the
misconceptions.
Teachers will assess student knowledge of place value using a formal place
value assessment tool and use the results of the assessments to design
instructional strategies to teach place value concepts.

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Course Enabling
Objectives

Using your notes as a guide, define each of the five prerequisite skills for
place value with 100% accuracy.
Given examples of problems demonstrating five different prerequisite skills
for place value, distinguish between these skills with 100% accuracy.
Using your notes as a guide, give one example of each of the five
prerequisite skills for place value with 100% accuracy.
Given example problems using five different prerequisite skills for place
value, illustrate one strategy of instruction for each prerequisite skill with
accuracy on 4 out of the 5 skills.
Given three examples of student work, identify the students misconceptions
of place value with 100% accuracy.
Based on three examples of student work, demonstrate instructional
strategies to correct the student misconceptions, enumerating at least one
strategy to use with each of the three examples.
Using the 23s Task, assess five students on their knowledge of place value
with 100% accuracy.
Based on the results of the 23s Task for 5 students, generate instructional
strategies to meet students needs, enumerating at least one strategy to use
with each of the five students.

RLO Enabling
Objective
Learning Assessment
for Course

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Using the 23s Task, assess five students on their knowledge of place value
with 100% accuracy.
Both formative and summative assessments will occur throughout the
course. These will include quiz-show games, branching scenarios,
compositions, mastery quizzes, performance based assessments, and a postcourse survey.

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Learning Assessment
for RLO

Learners will encounter quiz questions throughout the RLO with either
pick multiple options, true/false questions, or matching activities
requiring drag and drop with the mouse. Learners will receive immediate
feedback after each question.
At the end of the RLO, the learners will be given a scenario and will be
asked to write down their response to the scenario. They will then be given
the experts reaction to the scenario to compare their response.

Instructional Delivery The majority of the instruction will take place on-line. One introductory
method for Course
face-to-face session between the instructor and audience will take place at
(overall)
the start of the training
Instructional Strategy The primary instructional strategy will be tutorial. Learners will answer
for RLO
quiz questions and will also reflect on a scenario.
Media

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The course will use the following media:

Graphics

Text

Animations

Audio

Video

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508 Accommodations

Accommodations will include:

Contrasting colors

Access to transcript of audio

Roll Overs

Learner control over volume and ability to replay audio

Closed Captioning Option

Ability to turn audio off

Alt-Text for Images

Ability to enlarge/magnify

Course Structure
Description

There are three modules in the course, with one terminal objective being
covered in each module. The first module will consist of five lessons. The
second module will consist of two lessons. The third module will consist of
three lessons.

Seat Time of Course

Approximately 10 hours

Seat Time of RLO

Approximately 20 minutes

RLO Outline

Please see Attachment A below

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RLO Flowchart

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Screens/Pages in RLO Approximately 20

Knowledge Checks or
Other Assessments or
Practices for RLO

__0__Dichotomous (T/F, Y/N, etc.)

__1__Multiple Choice
__1__Multiple Select
__1__Drag and Drop
__0_Custom describe; if appropriate, supply flowchart in an Appendix
and reference it here.
__1__Other At the end of the RLO, the learners will be given a
scenario and will be asked to write down their response to the scenario.
They will then be given the experts reaction to the scenario to
compare their response.

Rollovers/click events [Mod 4 estimated number of individual rollover or click event

items/objects, outside of navigation elements]
_9___Rollovers
_10__Click Events

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RLO Navigation

RLO navigation will include:

Play, rewind, fast-forward, pause, and stop buttons for video

Next icon, previous icon

Menu with 2 Tabs: Transcript and Course Map (left hand margin)

Home Button

Start Button

Closed Captioning Button

Volume Control

Buttons to be included with branching scenarios and for responses

on mastery quizzes

Screen Layouts for

RLO

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Development Tools
for RLO

Articulate Storyline 2

Microsoft Word

Audacity

Ownership

Sara Provost will develop the initial course; however, the West
Linn/Wilsonville School District will maintain the course.

Development Time of
entire course and
RLO

The Course will take approximately six weeks to develop.

The RLO will take approximately 80 hours to develop.

Support requirements Support will include access to:

for RLO and course
An IT person, high quality microphone, device to record video, software,
images
Project
Sign-off [optional]

Please sign below indicating agreement with the proposed course plan and
approving start-up of the storyboard and development phases.

Instructional Designer

Date

Project Manager/Sponsor

Date

Attachment A:

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1. Introduction
a. State objective
i. Using the 23s Task, assess five students on their knowledge of place value with 100% accuracy.
2. Prepare to administ assessment
a. Gather appropriate tools
b. Find appropriate space to administer assessment
c. Build trust with student
3. Student counts objects
a. Take notes
b. What to look for:
i. Double checking
ii. Incorrect counting
iii. Patterning
4. Quiz question to check for understanding
5. Student writes number
a. Take notes
b. What to look for:
i. Reversals in numerals
ii. Reversals in order of numerals
iii. Patterning
6. What to do if student miscounts or writes number incorrectly: Branching
7. Student draws objects
a. Take notes
b. What to look for:
i. Double checking
ii. Correct number of objects drawn
c. What to do if incorrect number of objects are draw
8. Teacher circles the ones place in the numeral.
a. Give directions as written, repeat direction if necessary
b. Use colored pencil
c. Have student use colored pencil when following your direction
d. Take notes
e. What to look for:
i. Patterning
ii. Accuracy
9. Teacher circles the tens place in the numeral.
a. Give directions as written, repeat direction if necessary
b. Use colored pencil
c. Have student use colored pencil when following your direction
d. Take notes
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10.

11.
12.

13.
14.
15.

16.
17.

e. What to look for:

i. Patterning
ii. Accuracy
Teacher circles the whole numeral.
a. Give directions as written, repeat direction if necessary
b. Use colored pencil
c. Have student use colored pencil when following your direction
d. Take notes
e. What to look for:
i. Patterning
ii. Accuracy
Quiz question to check for understanding
Questioning the student
a. Wording the questions
b. Follow up questions
c. Writing/Marking responses on recording sheet
d. Give student think time
Quiz question to check for understanding
Ending conference with student
a. Staying positive
b. Not revealing correct/incorrect answer
Scenario
a. Example of administration of assessment
b. What would you do? Reflection.
c. Compare thoughts to experts response
Conclusion
a. Re-look at objective
b. Reflection
Branching question: Do you feel prepared to administer 23s Task to students?
a. Yes response indicates end of module
b. No response will encourage learner to navigate back to previous slides.

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