Design Process Model

Continuing with my unit of instruction of adding and subtracting fractions, this week I have created a graphic organizer. Originally, I wanted to create a graphic organizer demonstrating the whole process of both adding and subtracting fractions. However, there are many so variables and steps involved, I decided to break down the process into smaller chunks. This graphic represents three different ways I teach my fifth graders to find the Least Common Multiple (LCM) of two numbers. The purpose of this graphic is for a reference for students after they have learned each method of finding the LCM. As I designed the graphic below, I used the ACE (Analyze, Create, and Evaluate) design model.

Lohr (2008) explains that "during the design phase, you identify the purpose of the instructional visual". I began by analyzing the steps of adding and subtracting fractions. Students are usually successful with adding and subtracting with like denominators, however, as they encounter unlike denominators the procedure becomes more difficult. I realized finding the least common multiple is a big piece of the puzzle when adding and subtracting fractions.  Not all fifth graders are fluent with their multiplication facts, so often students use the method of finding the LCM which works best for them. I decided a graphic organizer would help students remember the three different ways we learn to find the LCM.
Next, in the design process the concept moves to its physical form which is considered the create phase (Lohr, 2008). After listing the methods of finding the LCM, I decided I didn't want give a detailed explanation. Instead, I wanted to create a model using each of the methods to find the LCM. At first I showed a new problem with each method. The graphic seemed too busy and lacked repetition. Using the same problem for each of the methods seemed to simplify the graphic. For each method, I simply demonstrated how to find the LCM. Students would have pages in their notebook showing the specific process of each method including words and graphics. The organizer was simply a representation of each method.
Finally, the evaluation phase involves careful editing and changing the visual (Lohr, 2008). Originally, the visual had color in the two ovals in the cross multiply section. I added color to the background of the design and changed the ovals in the cross multiply section from red to pink. I wanted to keep the three methods similar colors while having a different color for the title. I have shown my final visual to three others who said the visual was logical and easy to read.