Factors

Description

Learning Environment:
Resource (+) or Constraint (-)

Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors

Age/Academic Range

11 to 12 yrs old

3 rd to 7 th grade levels

+

-

Draw on similar interests of pre-teens

Peer mentoring to address needs, esp. in the area of reading levels

Sex Distribution

About 50/50

+

Balance within class groups tends to result in less behavior problems. More opportunities to adjust seating in lab to encourage good behavior.

Racial, Ethnic Diversity

60 % Caucasian

20% African American

20% Hispanic

+

Draw from cultural experiences of individual students to provide differing perspectives, attitudes

Educational Level

6 th grade

+

It is a distinct advantage to have a single grade on a campus as it allows staff to have a unified focus.

Disability or Impairment

Learning Disabled (LD); Emotionally Disturbed (ED), Other Health Impaired (OHI) -- diabetes

-

Modifications of academic and/or behavioral expectations can set the stage for success for students with disabilities. Providing adaptive technology can mitigate disadvantages for some students.

Developmentally Appropriate

Developmentally diverse with most age appropriate; several immature for age group

-

Pre-teens mature drastically from the beginning of school to the end of the year – tap into this capacity for change.

Prerequisite Knowledge

Map skills
Basic technology skills

+

Students have been demonstrating these skills in previous map related activities and in TechApps class.

Related Experience

Use of thematic maps

Use of programs with draw/paint tools

+

Have students relate the activity to thematic maps which they have used (economic, political, topographical). Remind students of experience in KidPix, etc. in which they used basic draw/paint skills.

Perception of Role as Student

Students see themselves as information gatherers to create understanding.

+

Students must understand that they will collect facts and represent them as colors on a map. From this collection of data, they must create their own understanding.

Motivation for Learning

Curiosity about other religions and where they are found in the world.

+

Relate to the context of power struggles in the world which are based on common religious beliefs. (Ex. Middle East )

Attitude Toward Subject

Most enjoy social studies however many dislike reading

+

-

Build on their interest in the world around them during instruction. Help students learn to effectively read a textbook to find information.

Expectations from Course

To gain knowledge of the contemporary world

+

Most pre-teens are interested in the world around them although their primary focus is still on themselves, their families, and their friends.

Competitiveness

Yes, especially to finish first. Some in the ability to utilize the technology provided.

+

Early finishers can server as peer tutor to help less able students. Technology skilled students can be seated next to less able so that they can provide assistance as needed. However, early finishers must be encouraged to produce quality work.

Environment factors that 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

Factors

Description

Advantage or Constraint

Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors

Design and Production Factors:

Budget Available

NA

Requires no additional funding

Materials Required

Team lab
Fireworks
World Map–electronic
Data collected by students

+

Student must bring the data regarding the dominate religion of targeted countries.

Lab scheduled on the team calendar.

Production Equipment Available

Computers

Color printer

+

Project effectiveness depends on interpretation of patterns of color.

Time for Design and Production

One 90-min. class period for data collection; One 90-min. class period for map creation.

-

Make sure all students have data collected prior to lab activity.

Department Technology Requirements

District goal to integrate technology into curriculum

+

Ensures that students get multiple experiences with technology in each subject throughout the year.

Implementation Factors:

Class Size

Range from 21 to 32 (6 classes of students)

+

Larger class sizes are Pre-AP which are more able to work with less direct instruction by teacher

Class Period Length

Two 90-minute class periods

+

Data collection in 1 st class period, map creation in second.

Location

Cub team lab

+

Students are able to stay within the team hall area rather than have to travel across the building and loose class time.

Seating Arrangement

Flexible based on need

+

Teacher can seat students for optimal positive interaction.

Lighting

NA

NA

Temperature

NA

NA

Noise

May disturb others

-

Students are encouraged to interact but must make sure that voices stay at low level in lab to prevent disturbing nearby classes.

Equipment

25 computers in lab

-

For classes larger than 25, use laptops available for checkout from library.

Technology Support

Academic Educational Specialist and technician available.

+

Technology staff will check lab prior to student activity to make sure that all computers are functioning and software is installed.

Outcome Factors:

State Requirements

Social Studies and 6-8 TechApps TEKS

+

Provides framework for instruction.

Employer Needs

-

Co-worker Needs

Ideas for successful projects are shared with other subject area teachers.

+

Environment for individual sharing of success is a powerful tool to move the campus toward campus-wide success.

Student Needs

Student success

+

Positive impact on self esteem and life-long learning.

Other Factors:

Parents expect their children to receive an appropriate and relevant education.

Students and parents expect the inclusion of technology in the curriculum.

Content factors that may impact learner-centered instruction.

Analyzing the content is a means to identify in general terms the topics to be addressed in your course and to analyze these topics in terms of the prerequisite 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

1. Research to find major religion of countries.

Search print and electronic sources.

Identification of key words; basic use of web browser

Real -have difficulty narrowing searches

Imagined -many times expect the information to be displayed directly without having to read for meaning

Demonstrate strategies to search using key words and strategies to try when having limited success.

2. Locate countries on world map and use paint bucket tool in Fireworks to color code map to correlate major religions of countries.

Identify country on a map and then locate its position on the electronic map; use fine motor skills to precisely position paint bucket tool; select correct foreground color based on legend developed by student.

Basic understanding of map skills, use of basic computer

Real -Will have some difficulty in setting up legend and finding countries on the map

Imagined -They will feel comfortable with this lesson

Remind students of prior experiences with maps and paint programs. Tie skills to prior learning.

3. Observe and identify color patterns on map; relate to legend in order to make inferences about cultural borrowing and diffusion.

Identifying patterns

Understand terminology

Classroom discussions about how cultures affect each other

No problems anticipated

Teacher will provide clarification as lesson progresses