Theories and Factors That Affect Student Learning

Bonnie Barnes - Mentor Patricia Campos - Teacher	MTTC Spring 2006 Theories and Factors That Affect Student Learning
Learner characteristics that impact the process and outcomes of the learning experience:
Factors	Characteristics	Advantage	Constraint	Initial Ideas for Addressing Characteristics
Age/Academic Range	15 - 22 years old			Pair students
Sex Distribution	Male/Female			Natural Pairing
Racial, Ethnic Diversity	Caucasian, Hispanic			ESL Assistance or Students
Educational Level	9th - 12th Grade			Provide information for scaffolding.
Disability or Impairment	Some Learning Disabled			Address Diverse Learning Styles
Developmentally Appropriate	Some inconsistent with Age			Address Diverse Maturity Levels
Prerequisite Knowledge	Basic Microscopic and Magnifying Glass Skills			Prior Knowledge Lesson
Related Experience	No other prior knowledge			Basic Computer Skills already in place.
Perception of Role as Student	Students will most likely not be serious about meeting teacher expectations.			Teacher will facilitate lesson.
Motivation for Learning	Hands on activities and real life application.			Provide well organized materials and supplies in centers with timed activities.
Attitude Toward Subject	Students are interested in forensics and crime scene investigation.			Prior Virtual Field Trip with Crime Lab.
Expectations from Course	Students will become better at laboratory investigations, including analysis, summarization, prediction and conclusion.			Promote problem solving and descision making.
Competitiveness	Students are highly competitive in this class.			Encourage healthy competition.

Environmental Analysis 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	Characteristics	Advantage	Constraint	Initial Ideas for Addressing Characteristics
Design & Production Factors:
Budget Available	Science Grant Awarded			Assure Equipment is utilized.
Materials Required	Teacher Powerpoint, Lab Analysis Sheets, Animal and Human Hair Samples			Burn PowerPoint Show on CD; Copy extra Lab Analysis Sheets in folder for absent students; Have Hair Samples in sealed plastic bags.
Production Equipment Available	Projection Equipment Setup			Setup Equipment prior to class period.
Time for Design and Production	5 to 10 minutes. to set up			Proper preparation should ensure quick progress into learning time.
Department Technology Requirements	Internet Connection, Laptop Computers, Digital Microscopes; Assistance with Digital Microscope Software Installation			Assure that Digital Microscope software is installed before lesson; Reserve extra laptops if needed.
Implementation Factors:
Class Size	15			Organize activities into centers and use timers for rotation; provide expectations and clear verbal & written instructions.
Class Period Length	50 minutes			Maximize learning time through preparation, organization and classroom management.
Location	Science Lab			Large room with good science lab setup.
Seating Arrangement	Tables can be rearranged for maximized learning. Wireless laptops available for research.			Discuss table arrangement & seating with teacher prior to lesson.
Lighting	Florescent; Lower Lighting for PowerPoint Presentation			Ask teacher with lowering and raising lights during PowerPoint presentation.
Temperature	Average			Not an issue.
Noise	Monitored Hallway			Not an issue.
Equipment	Timer, Magnifying Glasses, Clear Tape, Scissors, Black Wook Jacket			Organize Materials and Equipment in advance.
Technology Support	Technology Integration Specialist			Coordinate lesson with schedule.
Outcome Factors:
State Requirements	Science: 1 A (Scientific processes - field and laboratory investigations) 2 A-E (Scientific inquiry methods) 3 A-E (Critical thinking and scientific problem solving) 4 A-B (Tools and methods to conduct science inquiry) Language Arts/Reading: 1 A (Listening actively) 5 B (Interviewing, Reporting, Requesting, Providing information) 6 C (Word meanings, pronunciation, dictionaries) 9 C (Multiple reference aides, including software) 10 A-L (Comprehends selections using variety of strategies: search for clues, description, solve problems, summarize, draw inferences, conclusion) Technology TEKS: 1 A, 2.2 A (Terminology – Digital Microscope) 4 B (Internet Research) 6 A,B,C (Strategies, appropriateness & critical analysis of digital information) 8 A, B (Group projects & interactive technology) 9 B (Slideshow previews)
Employer Needs	Meet TEKS Requirements and TAKS Objectives			Provide Lesson Overview, Details and TEKS documentation, including IEP modifications.
Co-worker Needs	None
Student Needs	Manageable Learning Environment			Ensure Boystown Methods are used during lesson.
Other Factors:
Classroom Management Techniques	Boystown Methods			Prior knowledge and training of Boystown Methods for Technology Integration Specialist to assist teacher.

Content Factors that may affect Learning

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

Students will explore the differences between human hair and animal hair and analyze hair found on a “victim”. They will then determine if it is human hair or animal hair and reflect on how the clue could help forensic experts at the scene of a crime.

Students will study information from multiple references, including Internet resources, using dictionaries and online resources as needed to clarify meanings and usage.

Teacher will present information on human hair and animal hair characteristics through a PowerPoint presentation. Information on Forensic Science Evidence gathered from the FBI website will be discussed along with slides showing different animal hairs under a microscope and human hairs under a microscope.

Students will gather hair evidence from a “victim” using clear tape and exam under a magnifying glass and digital microscope. They will compare and contrast their hair samples and determine whether the samples are human hair or animal hair.

Students will record their observations on their crime scene lab sheet. Students will pair up and share their results with their partners and summarize their evidence to assist investigators in solving the crime. They will predict possible outcomes to the investigation based on the evidence gathered.

Students will have learned how to use the digital microscope.

Students will have attended a virtual field trip with a Crime Lab Investigator.

Most students have watched CSI television shows.

Keeping the students on task may be difficult due to the fun environment and lively discussion that may result from the students' gathering evidence, doing their pair/share activity and presenting summaries and predictions or conclusions.

Redirecting students back to tasks, timed center activities and expectations being addressed up front will help to reduce classroom management problems and distractions for students. Boytown methods will assure a good learning environment.