

Class Type Standard Setting Learner Level This example is based on a lesson developed by .Equipped for the Future 
Measurement in a Real World Setting
Context: The class was already familiar with EFF Framework. They decided to look first at the Common Activities and decided Gather, Analyze and Use Information best fit their goal. Then they looked at the Standards Wheel. Everyone readily agreed that Use Math to Solve Problems and Communicate was the Standard they needed for this project and, with Renee’s help, they then looked at the Standard to see how it could guide their work.
They decided to work in two teams to solve the same problems. That way they could check each other’s work. They also wrote a clear statement of their goal:
Next Renee worked with the class to figure out what they already knew related to this goal and what they needed to learn. She looked at their GED practice test results to see who already knew basic measurement calculations. Then, at break time, she did a short onetoone interview with each student. She learned, for example, that Mary had never used a tape measure or made a scale drawing. She knew the formulas but only in a classroom context. Jan had painted, but while painting her mother’s house, she had to go get more paint three times in one day! Joseph has painted and bought furniture for his home many times but didn’t know what a scale drawing was or how it might help him. None of the students had thought of using a calculator to help with the kind of math in this project. After the break, Renee helped them brainstormed a learning list of what good performance on their task might entail. To perform this goal well we will need to:
Day 1: (90 minutes—in our temporary classroom) Day 2: (90 minutes—in the new classroom) Day 3: (90 minutes—in temporary classroom) Renee was aware of the importance of weaving assessment into ongoing classroom activities, so she asked students to think about how they would assess their learning related to the standard along the way. They filled in the chart below. After some of the group started to complain that the activities were getting them off track in preparing for the GED, Renee asked if they would like her to give them sample story problems on measurement from the GED practice book as another check on what they had learned. They agreed to add this to the plan.
As she looked over the plan, she checked to see if it embodied the EFF teaching principles. The lesson was purposeful since it met a real purpose. Hopefully, involving learners in the planning had made what was to be learned transparent. Although some of the practice activities were done in the classroom, the activities were contextualized to a real world experience. The activities also drew on constructivist principles  she had helped students access their prior knowledge of the skill of measurement and they would have an opportunity to build on that knowledge to construct a new understanding of the meaning of measurement and how it can be used in daily life. Over the next few class periods, the group carried out their learning plan. Although at first Renee had worried that she they had spent too much time on the planning process she found that, having made the plan themselves, students were much more engaged in the process. Of course, not everything went according to plan. Renee hadn’t realized how many subskills were involved in making a scaled drawing. After Day 1 she had to go home and figure out how to break down this task and add more practice time.. Renee found that teaching to the EFF standard helped her class stay on track. Since they knew what they were to learn ahead of time, students were more mindful of their own learning processes. Documenting their own learning processes helped them to see for themselves that they were making progress. After the activity was finished, they used the EFF Role Maps to reflect on what they had learned and how it might transfer to other situations. One student mentioned she could use what she had learning to help her kids with their math problems. Another described how she had seen scaled drawings used as part of the home buying process. A third talked about how he might apply these skills in his work as a mechanic. When the activity was completed, Renee met with each student to review their work and discuss what else they might need to learn about math and measurement in order to meet their goal of passing the GED. The class also brainstormed other activities they might work on next. The activity had given several students ideas for projects that they might do at home, but they wanted help in planning ahead to see how much the projects might cost. They decided to work on using math to create budgets for projects at home and at work. 
