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Teaching Second-grade students the Dewey decimal system

Report 1

Victoria Bryan
Jack N. Averitt College of Graduate Studies, Georgia Southern University

FRIT 7231

Dr. Lucas Jensen

February 20, 2023

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1. Introduction
1.1. What is your system of interest?

My system of interest is teaching second-grade students the Dewey decimal System. From

my experience with elementary and high school students, most students don’t know how to find

books in the media center using the Dewy decimal system. Students will learn this system to

understand how books are numbered and how to find the numbers on the shelves so they can

use the media center effectively.

1.2. What are the subsystems?

 The Dewey Decimal System isn’t required to be taught to students.
 Students have trouble finding books on their own.

1.3. What symptoms drew your attention to this system of interest?

While working as a media clerk, I noticed that students would come to the media center and

depend on the media specialist and me to help them find their books of interest. And having to

support multiple students in locating books at one time takes away from other students that need

help with other things. This makes the media center overcrowded, making students anxious while

waiting for service. We have posters around the media center with pictures and the Dewey

decimal system numbers, but it serves no justice because the students rarely recognize them.

Teaching a fun lesson to second-grade students will help them become more efficient in the

media center.
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2.0 Front-end Analysis

2.1 Are there performance gaps involved in this problem that justify a learning

intervention?

Yes, students depend on the media specialist and me to help them find books. Students do not

use the Dewey Decimal System because it has yet to be taught. The Mager and Pipe

Performance Model image below shows the performance gap.

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3.0 Needs Assessment

3.1. Optimals

3.1.1. What information and data would you collect?

I would collect how many second-grade students know how to use the Dewey Decimal System

and if they know the difference between nonfiction and fiction books. I also would collect how many

second-grade students come into the media center daily. And gather data on how many second-

grade students need help looking for books in the media center.

3.1.2. How would you collect that information and data?

I will send a pre-survey questionnaire asking whether students know how to use the Dewey

Decimal System and if they know the difference between nonfiction and fiction books to second-grade

language art teachers. Students will enter the media center and sign in using a Google Form that

collects their grades and answer the question if they need help finding a book in the media center.

3.2. Actuals
3.2.1. What information and data would you collect?
It will be a report that shows the number of second-grade students who know how to use the

Dewey Decimal System and the number of students that know the difference between nonfiction and

fiction books. The second report will show which second-grade student needs help finding books in

the media center.

3.2.2. How would you collect that information and data?

A pre-survey using Google Forms will be distributed to second-grade students using their

school emails. I will use a Google Form on a computer inside the media center for students to sign in

and answer questions. These two reports will show me how many students need help with the Dewey

Decimal System.
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3.3. What are the discrepancies between the current (actual) and desired
(optimal) state?

Teachers aren’t required to teach second-grade students the Dewey decimal system. Most

students don’t know that the Dewey decimal system exists. Second-grade students will accurately

use the Dewey Decimal system to look for books they’re interested in.

3.4. What priorities can you assign to the identified discrepancies or goals?
The main priority is getting second-grade students to look for books independently using the

Dewey Decimal system. I will collect data from the student activities that we will do in the media

center. After collecting this data, this will determine which students need more one on one help with

the Dewey Decimal system.

3.5. Prepare a learning goal statement.

Second-grade students will learn about the media center's numerical system of organizing

books. Students will use intellectual skills, cognitive strategies, verbal information, and motor skills to

achieve this learning goal. At the end of this learning goal, second-grade students can use the Dewey

Decimal system alone without the help of the media specialist and the media clerk.

3.5.2. Write out a goal statement in narrative form.

When visiting the media center, second-grade students can locate nonfiction books

independently using the Dewey decimal system.

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4.0 Instructional Analysis

4.1. Goal Analysis

4.1.1. What is the domain classification and type of learning (or type and level of learned
capability) for your problem?
The domain classification for this problem is an intellectual skill. The student will have to know

the difference between fiction and nonfiction books. And be able to form the concept that each call

number goes with a specific category of books.

4.2. Subordinate Skills Analysis

Entry Skills

The difference Know where the

between nonfiction nonfiction section
and fiction books. of the media
center is.
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References

Carey, J. O., Carey, L., & Dick, W. (2021). The Systematic Design of Instruction (9th ed.). Pearson Education
(US). https://bookshelf.vitalsource.com/books/9780135824030