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Teaching Second-grade students the Dewey decimal system

Report 2

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

FRIT 7231

Dr. Lucas Jensen

March 27, 2023

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5. Learner and Context Analysis

5.1 What is the target population?
The target population is all second-grade students at Shuman Elementary School
in Savannah, Georgia.
5.2. Describe how you would determine the characteristics of the target
population.
As I mentioned in section 3.2, 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.

The target population's characteristics will be determined by the pre-survey

questionnaire that I will send out to the second-grade language arts 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.

5.3. Describe how you would determine the physical and organizational

environment.

Students will be in the media center sitting at the tables. The tables can fit four

students. Students will sit with their partners that they will be paired with. They will be

paired with the teacher’s assistance.

5.3.1. Technology Integration Assessment

Technology Planning and Policies

Shuman Elementary School is a part of the Savannah Chatham County School

System in Georgia. Each teacher has a COW in their classroom with a Chromebook

assigned to each student using a numbering system. All Chatham County School

guardians/parents of students must sign a student learning device loan form. And staff
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must sign a technology equipment loan form. Each year the board of education

evaluates this plan.

Finance

Most of the Chromebooks for students were purchased with funds through the

CARES Act. Additionally, we had to use Title I funds to get every student to 1:1 with

Chromebooks at Shuman Elementary School. When parents sign the student device

loan form, we offer them an insurance plan they can purchase for their student that is

$25, which covers the damage of up to two devices.

Equipment and Infrastructure

All Savannah Chatham County devices are connected to high-speed internet on

a secure network. At Shuman Elementary School, we have desktop computers in the

media center and two computer labs for students. There is one desktop computer in

each teacher’s classroom that is connected to a Promethean board. And each teacher

has a webcam connected to their desktop. Also, each teacher’s classroom has a COW

of twenty-five to thirty Chromebooks depending on class size. The ratio of

Chromebooks to students is 1:1.

Technology Applications

Savannah Chatham County School System uses the app called ClassLink each

time a student or a teacher opens a new browser window, this application pops up and

allows the student and teacher to log in. ClassLink offers all of the apps teachers, and

students use daily, such as ItsLearning and Google Classroom. The district monitors

how often an app has been used on the ClassLink platform, and once they see that an
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app is not being used, they archive it to make room for apps that teachers and faculty

use often.

Maintenance and Support

Each school in the district has a technology person that comes to the school and

fixes the technology. When teachers or students have technology issues, they contact

the media specialist. If the media specialist can’t fix the problem, the teacher or the

media specialist contact technology by phone or email.

Professional Development

Every school in the district has its own educational technology training coach.

The training coach offers different classes every month to teachers to teach them about

other applications and new technology that they might have in their classrooms. The

training coach also comes to the school and does professional development with the

teachers. The teacher can schedule private training with the training coach if they need

further assistance. Chatham County school system does not have a set amount of

technical professional development hours per year for faculty and staff. Whenever

faculty or staff need help, they can contact the training coach assigned to their school.

Technology Integration

Before COVID in 2020, I can honestly say that most teachers weren’t proficient

with using technology. But teachers became more tech-savvy since having to stay

home for about two years. Most teachers don’t even use paper worksheets anymore.

They find different apps to give the students work on. When the students switched to

only being able to do their work on a Chromebook during COVID and having to use the
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Chromebook still when they came back to school, it took them a while to learn how to

use ItsLearning, which is a learning platform that teachers use to post work and teach

their lessons. But now that technology has become more integrated into the classroom,

students are excelling at using it.

Students and teachers use technology every day daily. The students have their

own Chromebooks in each class. And if they need to check out a Chromebook to take

home to catch up on the assignments, they can. Teachers use their Promethean boards

every day to showcase their lessons for the day. I believe Shuman Elementary’s level of

integration using the LOTI Scale is 4b.

6. Writing Performance Objectives

6.1. State the Terminal Objective (TO) for your instructional plan.

While in the Media Center, students will be able to correctly find two books on

their own using the Dewey decimal system.

6.1.1. Develop a (SO) Objective for each step without sub-steps identified in the
previously completed Learning Goal Worksheet. For this (SO), specify its domain
as defined in the updated learning goal worksheet.
Step in the Main Goal Subordinate Objective Domains

Read one fiction and one
nonfiction book.
Show the nonfiction
section of the media
center.
While in the media center Intellectual skills, cognitive
(CN), the students will strategies, verbal
choose as a class one information
fiction and one nonfiction
book for the media clerk to
read(B) and demonstrate
understanding between
fiction and nonfiction books
(CR).
While in the media center Intellectual skills, cognitive
(CN), the students will walk strategies, verbal
to the nonfiction section of information, motor skills
the media center(B) and
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be able to locate this

Show the organized books
on the shelves using the
call numbers.
Find nonfiction books
using the Dewey decimal
system.
section independently
(CR).
While in the media center Intellectual skills, cognitive
(CN), the students will strategies, verbal
locate and recognize the information, motor skills
call numbers on the
books(B) and be able to
identify the nonfiction
books by their call number
(CR).
While in the media center Intellectual skills, cognitive
(CN), the students will find strategies, verbal
two nonfiction books to information, motor skills
read(B) and be able to find
them independently (CR).

6.2. Prepare three (3) Subordinate Objectives (SO).

Cognitive Strategies

The first sub-step, “Read one fiction and one nonfiction book,” requires students

to justify and explain their thinking. With the subordinate objective, While in the media

center (CN), the students will choose as a class one fiction and one nonfiction book for

the media clerk to read(B) and demonstrate understanding between fiction and

nonfiction books (CR). Students must figure out the differences between nonfiction and

fiction books.

Intellectual

The fourth sub-step, “Find nonfiction books using the Dewey decimal system,”

requires students to use discriminations. With the subordinate objective, while in the

media center (CN), the students will find two nonfiction books to read(B) and be able to
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find them independently (CR). Students must be able to locate nonfiction books on their

own.

Motor

The second sub-step, “Show the nonfiction section of the media center,” requires

students to walk. With the subordinate objective, While in the media center (CN), the

students will walk to the nonfiction section of the media center(B) and be able to locate

this section independently (CR). Students must know where the nonfiction books are in

the media center.

7. Assessments

7.1. Select one SO; describe how you would assess whether or not the learner
has achieved that objective.
Students will be divided into two teams. Each student must find a book according

to the call number I’ll give them. To assess the subordinate objective, “students can find

nonfiction books using the Dewey decimal system,” first, I will see if students can locate

the nonfiction books in the media center independently by playing the “race for the

book” game. If they can do that, then they have achieved the objective. If they can’t, I

will know if I need to work with them individually.

7.2. What types of assessment instruments will your instruction have? Why?

My assessment instrument will be performance-based. Students will

demonstrate their given tasks to achieve the different objectives. The description of the

assessment can be found in section 7.1.

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7.3. Write items that assess the SOs in 5.2 above. Include an answer key or

rubric.

7.3.1. Write one item in the cognitive domain.

In the first sub-step, “Read one fiction and one nonfiction book,” a post-test will

be administered. The students will not know that it is a test. They will think that it is an

activity. Students will tell me which book is fiction and which book is nonfiction. I will use

an anchor chart, one side will be labeled fiction, and the other will be labeled nonfiction.

I will have at least 14 sticky notes with words relating to fiction and nonfiction books. As

a class, the students will tell me which sticky note goes under the fiction or nonfiction

category. Below is the answer key.

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7.3.2. Write one item from the selected domain in 5.2.

Intellectual Domain

In the fourth sub-step, “find nonfiction books using the Dewey decimal system,” a

post-test will be administered. The students will not know it is a test; they will think it is a

game. The game is called “race for the book” Students will be divided into two teams.

Each student must find a book according to the call number I’ll give them. They will

bring the book back to the next person in line to verify it is the right one before the next

student in line can find their book. Whichever team is the quickest wins the race. Below

is the rubric.

Task Result Result

Was the student able to

find the correct book _____Yes ____No
independently using the
call number provided?

7.3.3. Write one item from the selected domain in 5.2.

Motor Domain
In the second sub-step, “Show the nonfiction section of the media center,” I will

use the identical post-test in 7.3.2 to see if the student knows where to find the

nonfiction section of the media center. The only thing that will be different is the rubric I’ll

use for this domain. Below is the rubric.

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Task Result Result

Was the student able to

find the nonfiction section ___Yes ___No
of the media center
independently?

8. Planning the Instructional Strategy: Theoretical Bases

8.1. For the TO, specify and exemplify an appropriate pre-instructional activity or

activities.

The pre-instructional activity will be first conversing with the students, asking

them if they know about the Dewey decimal system. Then I will explain to them why the

Dewey decimal system is essential and show a quick video explaining how the Dewey

decimal system works. With the terminal objective, I have, “While in the Media Center,

students will be able to correctly find two books on their own using the Dewey decimal

system.”

8.2. For a SO associated with that TO, specify and exemplify an appropriate

presentation strategy or strategies.

For the subordinate objective, “Show the organized books on the shelves using

the call numbers.” I will show students the nonfiction books on the shelves in the media

center. I will focus on showing them the call numbers on the spine of the books.

8.3. For the same SO, specify and exemplify an appropriate practice activity or

activities.
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For that same subordinate objective, students will play an online game that will

be shown on the Promethean board in the media center. The game will feature different

books with call numbers on the spine, and the students will have to put the books in

order by their call number. The game will be played as a class.

8.4. For the TO, specify and exemplify an appropriate evaluation follow-through

activity or activities.

I will evaluate the students by having them pick out one nonfiction book

independently to see if they know where to go and how to choose what they want to

read about by using the call numbers. There will be visual posters for the students to go

by while choosing their nonfiction book.

9. Planning Logistics and Management for Instructional Materials

9.1. For the TO, provide a description of the learning experience and how you

have planned for it.

Students will come to the media center and sit at the tables. I will ask them

questions about the Dewey decimal system, and then I will show a quick video that will

inform them more about the Dewey decimal system. Students will then choose one

fiction and one nonfiction book to be displayed on the Promethean board for them to

choose from as a class. I will then read both books to students and then have an anchor

chart set up. One side will be labeled fiction, and the other will be labeled nonfiction. I

will have at least 14 sticky notes with words relating to fiction and nonfiction books. As a

class, the students will tell me which sticky note goes under fiction or nonfiction.
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I will then show the students the nonfiction side of the media center, how the call

numbers look on the book’s spine, and how the call numbers go from low to high.

Students will then play an online game that will be shown on the Promethean board.

The game will allow students to put the books in order by their call number. In the last

game, “Race for the book,” students will be separated into two teams. The student must

find the correct book using the call number I’ll give them. This game will allow me to see

who needs one-on-one help finding nonfiction books. After playing these games,

students will sit back down at the table, and in a group of three, students will be able to

pick out one nonfiction book and one fiction book independently. The media specialist

and I will assist if students need help finding a book.

9.2. Provide a material, technology, and resources logistics checklist.

Material Technology Resources

 Anchor chart paper  Internet Connection  65 minutes of

 Markers/Pens  Promethean board instructional time

 Sticky notes  Laptop  Call Number Game

 Tables/Chairs  Dewey Decimal

 One fiction/One information video

nonfiction book

 Visual posters with the

call numbers and

pictures
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9.3. Provide an organizational matrix/table showing learning initiatives, activities,

lessons.

Learning Activities Lessons Time &

Initiative Technology/Material
s Required
Introduce the Students will Briefly describe 2 minutes, talking to
Dewey decimal watch a brief video why we use the students.
lesson. about the Dewey Dewey decimal 3 minutes, internet,
decimal system. system. Promethean board,
YouTube video
Read one fiction Students will Ask students to 15 minutes, read both
and one nonfiction choose one fiction tell the difference books.
book. and one nonfiction between nonfiction 10 minutes, Anchor
as a class. and fiction books. chart activity, anchor
Students will use chart paper, sticky
an anchor chart notes, marker/pen.
and sticky notes to
see which sticky
note goes under
fiction and
nonfiction
Show the Students will see Students will be 2 minutes, talking to
nonfiction section the nonfiction able to go to the students and showing
of the media section of the nonfiction section them the nonfiction
center. media center. independently. section.
Show the Students will play Students will be 8 minutes, internet,
organized books an online game able to recognize Promethean board,
on the shelves that will allow books by their call online game.
using the call them to put books number and put
numbers. on the shelf by books back on the
their call number shelf by their call
number.
Find nonfiction Students will play Students will be 10 minutes, race for
books using the the “Race for the able to locate the book game, sticky
Dewey decimal book” game. And books using their notes, marker/pen.
system. students will check call numbers. And 11 minutes, students
out one nonfiction students will be check out books
book and one able to pick out individually.
fiction book. nonfiction books
independently.
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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

Lodges. “It!” Shelve, Mrs. Lodge's Library, 2013, https://shelver.mrs-lodges-library.com/.

Livingston, Cindy. “Dewey Decimal System Elementary.” YouTube, YouTube, 15 Sept. 2019,
https://www.youtube.com/watch?app=desktop&v=PT4Jtv77XOM.