Learner factors that may impact learner-centered instruction
Analyzing the adult 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 |
|
+
|
|
Be attentive and adjust my teaching and pace of class to learner's needs.
Get to know the class briefly at the start so I know some of their interests.
|
| Sex Distribution |
Unknown; although in the past I've had more
females than males attending classes. |
|
|
Offer at differnt times so that people have a choice.
Market the class in such a way that it will interesting to both male and female teachers.
|
| Racial, Ethnic Diversity |
|
|
|
NA |
| Educational Level |
Bachelor's - Master's degree |
+
|
|
Give everyone a chance to share their perspectives & knowledge during discussions. |
Disability or
Impairment |
Various learning styles, unknown disability. |
|
|
Teach to reach different learning styles.
Could ask participants to let me know if they have a visual/hearing/physical impairment.
Adjust the accessibility settings on a few computers to be prepared.
|
Developmentally
Appropriate |
Wide range of age, content and skills usually attend classes |
|
-
|
Have step-by-step instructions ready.
Have examples from several core and elective content.
|
| Prerequisite Knowledge |
Needs to be higher than basic skills, but I usually let anyone that wants to attend come. |
|
-
|
When advertising for class, add a prerequisite. |
| Related Experience |
Similar to prerequisite knowledge. |
|
-
|
Same as above |
Perception of Role
as Student |
Will probably be good; the learners attending the classes want to learn and willing. |
+
|
|
Be patient with those having difficulty; pair them up if necessary for help.
Encourage and praise efforts as well as any success.
|
| Motivation for Learning |
Usually high, because learners choose to come to training. |
+
|
|
Rewards for class participation
Door prize (usually something small)
|
| Attitude Toward Subject |
This, again, is usually good because learners choose to attend |
+
|
|
Relaxed, fun environment.
Make connections with prior learning or related experience.
|
| Expectations from Course |
Could be a problem, if they are too high! |
|
-
|
Clarity in marketing of class
KWL activity - then try to cover what they want to learn
|
| Competitiveness |
"Show offs", computer hog (if in groups) |
|
-
|
Could have class "tour" the classroom to observe everyone's project.
Let each person share one thing they really like about their project OR one thing they learned.
|
| 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 |
Handouts, instructions |
+ |
|
Have extra handouts available |
Production Equipment
Available |
Computers, Movie Maker 2, projector, examples of videos |
+ |
|
Available in training lab.
Limit class size
|
Time for Design and
Production |
Classes are usually 1.5 hours. |
+ |
|
Load video clips for learners to use.
Introduction & Instruction 20 minutes; practice, creation & groupwork 50 minutes; discussion 10 minutes; reflection 5 minutes.
|
Department Technology
Requirements |
Class registration |
+ |
|
Send out class announcement 2-3 weeks before class. |
| Implementation Factors: |
|
Factors
|
Description
|
Advantage
or
Constraint
|
Initial Ideas for Maximizing Positive Factors
or Minimizing Negative Factors
|
| Class Size |
18 or less |
+ |
- |
Advertise class well to have enough people attend
Charge a small fee for class (We've found that if they pay, the attend)
Might need a co-facilitator if 18 attend.
|
| Class Period Length |
NA |
|
|
|
| Location |
Technology Computer Lab - hard to find if you've never been there!
|
|
- |
Send out a map with written directions |
| Seating Arrangement |
Groups of 3 |
+ |
|
Group people sitting alone |
| Lighting |
NA |
|
|
|
| Temperature |
Maintain comfort |
|
|
Call maintenance to make sure ac/heat is on. |
| Noise |
NA |
|
|
|
| Equipment |
Computer lab |
+ |
|
Sign up for computer lab |
| Technology Support |
NA |
|
|
I'll be my own tech support! |
| Outcome Factors: |
|
Factors
|
Description
|
Advantage
or
Constraint
|
Initial Ideas for Maximizing Positive Factors
or Minimizing Negative Factors
|
| State Requirements |
TA TEKS |
+ |
|
When marketing class, tell them what TA TEKS will be covered. |
| Employer Needs |
District technology modules |
+ |
|
Also let them know which module(s) will be covered. |
| Co-worker Needs |
NA |
|
|
|
| Student Needs |
Teachers have a busy schedule and this will be after hours. |
|
- |
Offer class at several differnt times.
Provide refreshments
|
| Other Factors: |
|
|
|
|
| Content
Analyzing content is a means to identify in general terms the topics to be addressed in your lesson and to analyze 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
|
| Create a video using Movie Maker 2 |
Practicing with AutoMovie feature.
Using transitions, effects and title & credit features.
|
Most will have more than basic computer skills. Some have used video cameras and other video software. |
Real - average with this software
Imagined - If they've never created a video, it might be a little intimidating.
|
Provide video clips
Step-by-step instructions
Demonstration/modeling
Work in partners or groups of 3 if needed.
|
| Discuss curricular applicatios & identify TA TEKS. |
Be familiar with their own curricular content.
Be familiar with TA TEKS for their grade level.
|
Should have some experience teaching and some familiarity with content. |
Real- Some will be more familiar than others.
Imagined - Some may have ignored the TA TEKS for their content or grade.
|
Collaborative groups
TA TEKS resources available.
Content resources available.
|
Standard Matrix
