Theories and Factors That Affect Student Learning

Bonnie Barnes - Mentor Shonda Brisco- Librarian	MTTC Fall 2006 Theories and Factors That Affect Adult Learning
Learner characteristics that impact the process and outcomes of the learning experience:				Back to Home Page
Factors	Characteristics	Advantage	Constraint	Initial Ideas for Addressing Characteristics
Age/Academic Range	25-55 years old	+		Pair Librarians with Teachers
Sex Distribution	Male/Female		-	Natural Pairing by Personality Style or by Location
Racial, Ethnic Diversity	N/A			N/A
Educational Level	College Degree or Above	+		Provide information for scaffolding.
Disability or Impairment	Diverse Personality Styles		-	Address Diverse Personality and Learning Styles
Developmentally Appropriate	Project will meet Library Standards and encourage Collaboration with Teachers.	+		Provide Reading Material about Collaboration among Librarians and Teachers.
Prerequisite Knowledge	Basic Knowledge of Dr. Seuss Books and NEA's Reading Awareness Campaign at http://www.nea.org/readacross/faq.html. Experience with RETN equipment and presentations.		-	Prior Knowledge about NEA's Reading Awareness Campaign. Mentor or encourage Librarians to participate in one RETN session before their own session.
Related Experience	Knowledge of Language Arts/Reading/Social Studies TEKS for Grade Levels on Campus	+		Provide TEKS for appropriate Grade Levels.
Perception of Role as Student	Adult Learners will be open to new ideas and creative lessons.	+		Librarian will provide creative solutions and positive reinforcement.
Motivation for Learning	Application of Lesson and Presentation to Peers during Follow-up Session	+		Provide well organized materials and information for completing project.
Attitude Toward Subject	Librarian Leader and Adult Learners should be excited about the fun activities with Dr. Seuss while meeting collaboration objectives for Professional Development.	+		Prior Virtual Field Trips or RETN sessions along with prior knowledge and readings on Dr. Seuss.
Expectations from Course	Adult Learners will develop meaningful lessons and activities for collaboration during Reading Awareness Month (March 2007).	+		Promote problem solving and decision making along with Collaboration.
Competitiveness	Adult Learners might be competitive.		-	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	Library Budgets are limited.		-	Use copies of Dr. Seuss books available in Library, borrow books from Teachers and use every day items for projects.
Materials Required	Dr. Seuss books, Readings on Social Aspects of Dr. Seuss' writings and art, NEA Reading Awareness Materials and Information. Presentation/RETN Distance Learning Lab	+		Send out request for Dr. Seuss books and materials from other teachers and schools. Research past projects for NEA Reading Awareness Month.
Production Equipment Available	Projection Equipment and RETN Room Setup		-	Setup Equipment prior to class period.
Time for Design and Production	Project will be developed in face to face class (3 hours) with 1 month to implement . Follow-up presentation of projects will be in RETN session. 5 to 10 minutes to set up RETN session.	+		Proper preparation should ensure quick progress into implementation of project.
Department Technology Requirements	Internet Connection, Laptop Computers, RETN room setup for Follow-up session.		-	Reserve classroom for initial lesson; reserve RETN room for follow-up session.
Implementation Factors:
Class Size	15		-	Provide expectations and clear verbal & written instructions for project implementation.
Class Period Length	3 hours for initial project development; Presentations of projects in follow-up session (1 hour).	+		Maximize project preparation time through organization and clear objectives.
Location	ESC Region XI Computer Lab for initial project development class & RETN room for follow-up presentations.		-	Reserve rooms in advance.
Seating Arrangement	Standard Computer Room setup and RETN setup.	+		No special setup.
Lighting	Florescent; Lower Lighting for PowerPoint Presentation	+		Adjust lighting for presentation and work time.
Temperature	Average	+		N/A
Noise	N/A			N/A
Equipment	Presentation equipment provided in computer lab. Computers provided.		-	Reserve rooms and equipment in advance.
Technology Support	ESC Region XI Technology Support	+		Test presentation equipment, software and Internet connection in advance.
Outcome Factors:
State Requirements	PDAS Domain 1: Active, Successful Student Participation in the Learning Process Domain 4. Management of Student Discipline, Instructional Strategies, Time/Materials Domain 5. Professional Communication Domain 6. Professional Development TEKS Language Arts/Reading: 1. Listening/speaking/purposes. The student listens attentively and engages actively in various oral language experiences. (A) determine the purpose(s) for listening such as to get information, to solve problems, and to enjoy and (B) respond appropriately and courteously to directions and questions (K-3)appreciate (K-3) (C) participate in rhymes, songs, conversations, and discussions (K-3) (D) listen critically to interpret and evaluate (K-3) (E) listen responsively to stories and other texts read aloud, including selections from classic and contemporary works (K-3) F) identify the musical elements of literary language, including its rhymes, repeated sounds, or instances of onomatopoeia (2-3). Technology TEKS: 1 A, 2.2 A (Terminology – Distance Learning, Presentation/Multi-media) 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; Active Participation.	+		Ensure Active Participation with interactive activities.
Other Factors:
Classroom Management Techniques	N/A			N/A

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

Adult Learners will research NEA's Reading Awareness Campaign and develop projects. Dr. Seuss Books and Materials will be used for projects during Reading Awareness Month (March 2007) and Dr. Seuss' Birthday.

Adult Learners will study information from multiple references, including Internet resources. They will develop their projects correlated to TEKS for their grade level, for implementation during Reading Awareness Month.

Presentations of their projects will be done in a follow-up session after Reading Awareness Month.

Adult Leader will present information and resources from NEA. Dr. Seuss books and materials will be presented with creative ideas and review of past projects.

Adult Learners need to be familiar with TEKS for their grade level and Dr. Seuss' books and material.

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 their projects.

Redirecting students back to tasks and project development expectations being addressed up front will help to reduce classroom management problems and distractions for Adult Learners.

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