Learner factors that may impact learner-centered instruction
Analyzing the student learners is a means to identify the learner
characteristics that will likely impact the process and outcomes of the learning experience.
|
Factor
|
Description
|
|
Initial Ideas for Maximizing Positive Factors
or Minimizing Negative Factors
|
| Age / Academic Range |
6-7 years old |
|
-
|
Do this lesson early in the week so students aren't so wiggly and talkative! |
| Sex Distribution |
Males=8
Females=10 |
+
|
|
Same sex pairs in this group talk a lot, so they can be divided up into boy/girl for the most part. |
| Racial, Ethnic Diversity |
Hispanic |
|
-
|
Especially because they are beginning readers, teacher will use English for technology words so that they learn the correct terminology without translation. |
| Educational Level |
ESL 1st grade |
|
-
|
Provide examples and connect to prior learning before activity. |
Disability or
Impairment |
Visual Impairment |
|
|
Seating up close to TV; enlarge display setting on computer; large print handouts; computer monitor fitted with accessibility tool |
Developmentally
Appropriate |
Consistent with age |
+
|
|
Students will only be entering data into the spreadsheet which is consistent with the TA TEKS for 1st grade. Also they have done pictographs on paper so they have some prior learning about graphs. |
| Prerequisite Knowledge |
Have learned the concept
of height. Experience using computers for word processing |
+
|
-
|
Provide examples and connect to prior learning before activity. Demonstrate while instructing how to enter data and create graph. |
| Related Experience |
Measuring height with
non-standard units.
Using desktop computers in lab-but some may
not have a lot
of experience
outside of school. |
+
|
-
|
Provide examples and connect to prior learning before activity. Demonstrate while instructing how to enter data and create graph. |
Perception of Role
as Student |
Willing Learners |
+
|
|
Project uses pumpkins and will be close to Halloween to make it fun and something the students like. |
| Motivation for Learning |
Excited about
using wireless
laptops |
+
|
|
Keep instruction brief and integrate with active learning for students. |
| Attitude Toward Subject |
Eager |
+
|
|
Students love to use the computers and will be excited to use laptops in classroom. Halloween is a something they have experienced and will like. Using pumpkins in the activity will be something they like. |
| Expectations from Course |
Learn to create
a graph that
they can use to
discuss what
they've learned
about estimating weight and
measuring
circumference. |
+
|
|
Connecting to prior learning. (Students have made a pictograph using apples) Teacher will give that as an example and link activity to prior learning. |
| Competitiveness |
NA |
|
|
|
| Environment factors than may impact learner-centered instruction
Analyzing the environment is a means to identify the issues that will impact the a) process of the design
and production, b) implementation, and c) outcomes of the learning experience.
|
| Design and Production Factors: |
|
Factors
|
Description
|
Advantage
or
Constraint
|
Initial Ideas for Maximizing Positive Factors
or Minimizing Negative Factors
|
| Budget Available |
NA |
|
|
|
| Materials Required |
Template spreadsheet
Instructions for
creating a graph |
+ |
|
Make template attractive to students by including graphics and adding color. Keep instructions simple and short. |
Production Equipment
Available |
Wireless lab
TV hooked up
to computer |
+ |
|
Practice using the computer hooked up to TV so that teacher can determine how to set display. Practice demonstrating the use of laptops to students. |
Time for Design and
Production |
2 weeks |
|
- |
Keep lesson simple so that it can be completed in this time frame. Allow some extra class time another day to finish if necessary. |
Department Technology
Requirements |
AUP signed by student's parents |
|
- |
Check to make sure all students have this completed form. Call parents if necessary. Have worksheet available so all students can participate in activity. |
| Implementation Factors: |
|
Factors
|
Description
|
Advantage
or
Constraint
|
Initial Ideas for Maximizing Positive Factors
or Minimizing Negative Factors
|
| Class Size |
18 students |
+ |
|
Group students evenly. |
| Class Period Length |
|
|
|
|
| Location |
Classroom |
+ |
|
Arrange room for instruction from computer/TV and working in groups. |
| Seating Arrangement |
Flexible |
+ |
|
Setup tables & chairs for working in groups of 3. |
| Lighting |
NA |
|
|
|
| Temperature |
NA |
|
|
|
| Noise |
Close door to
hallway |
+ |
|
Noise may not be a problem depending on the time of day. If it is, door can be closed. |
| Equipment |
Schedule wireless
lab |
|
- |
Schedule to use lab ahead of time. |
| Technology Support |
NA |
+ |
|
I will support the teacher in the development of the lesson,
templates, rubrics, using the wireless lab. The campus also has a technologist that can provide support. |
| Outcome Factors: |
|
Factors
|
Description
|
Advantage
or
Constraint
|
Initial Ideas for Maximizing Positive Factors
or Minimizing Negative Factors
|
| State Requirements |
TEKS, TA TEKS for 1st grade |
+ |
|
Lesson addresses grade level TEKS as well as appropriate TA TEKS |
| Employer Needs |
Technology integration for increase student learning. |
+ |
|
NA |
| Co-worker Needs |
Someone to take
pictures to record
the activity for a
Powerpoint project
for the end of
the year. |
|
- |
Arrange with co-worker ahead of time. Have camera available (from technology), charged, and several floppy disks to record activity. |
| Student Needs |
Learn to use a wireless laptop.
Learn to create
a graph. |
+ |
|
Provide instructions & demonstration. Templates. Simple step-by-step instructions. |
| Other Factors: |
|
|
|
|
| Content
Analyzing content is a means to identify in general terms the topics to be addressed in your lesson and to analyae these topics in terms of the requisite sub-topics, and degree of learning difficulty.
|
|
Main Topics
|
Sub-Topics (What
Is Involved In
Learning Each
Main Topic?)
|
Readiness To
Learn
(Prerequisites
Mastered)
|
Degree of
Learning
Difficulty
(Real/
Imagined)
|
Possible Instructional Strategies to Reduce
or Manage Learning Difficulty
|
Estimated weight of,
and measuring the circumference
of an object using non-standard units. |
- Observe whether
estimation is correct. (Such as higher or lower
compared to observed data)
- Record estimates
and observations.
- Interpret what they've done using comparison words.
|
Students have learned about and
measured height, so they may be able
to make a
connection to
measuring the circumference (around the object) |
Real-Students may have difficulty with the concept of weight.
Imagined-Their life
experience (or lack
of) may make estimating weight
difficult.
|
The teacher will bring
examples of object
the students know
and let them hold them while discussing
the idea of weight.
Students will use the same non-standard
measuring unit that
they have used
previously
|
Enter estimated and
observed data into a
spreadsheet and create
a graph to use during
interpretation. |
- Enter estimated and
observed data into
spreadsheet
- Follow graph
directions (verbal & visual)
|
Students can recognize numbers which will help them enter
numerical data. They know where the space bar and enter key is.
They have some
experience using the
mouse from their
year in
kindergarden. |
Real-They have not
created a graph in
Excel before, so even
with instructions and
demonstration, it may
be somewhat difficult.
Imagined-Some may not have as much
computer experience
as we think.
|
Teacher will create
a template with
necessary formulas.
Teacher will instruct while demonstrating how to enter data and later how to
create the graph.
Students will be working in groups with assigned roles. Hopefully will be
able to help each
other-for example: strong reader with weak
reader.
|
Standard Matrix
