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Factors that may impact learner-centered instruction

By analyzing the student learner we have a way to identify the learner characteristics that will likely impact the learning process and outcomes.

Factor Description Advantage or Constraint Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors
Age / Academic Range 24-62
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  • Give overview and summaries of what is to be learned.
  • Set positive climate for learning
  • Adjust training based on needs of learners
Sex Distribution unknown: In the past the ratio of women to men has been 7:1 or higher depending on the grade levels being taught
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  • Use real life experiences to make learning relevant for both sexes
  • Relate to prior experiences
Racial, Ethnic Diversity African American, Caucasian, Asian, Hispanic
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 N/A
Education Level Bachelor's and Master's Degrees
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  • Collect information on learners needs before and during training
  • Use activities that use their experience and knowledge
  • Allow for choice and self evaluation
Disability or Impairment

vision impaired

 
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  • Build options in plan for addressing needs of individual learners.
Developmentally Appropriate wide range of skills and abilities usually present in each class.
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  • Have step by step instructions for all processes.
  • Have examples for learners to look at.
  • Guided practice on new skills
Prerequisite Knowledge Learners should have basis skill but many do not.
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  • Ask learners what their current level of knowledge/skills is.
  • Make sure students have prerequisite skills.
Related Experience Some computer skills needed
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  • Make sure students have prerequisite skills.
Perception of Role as Student Willingness to learn
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  • Be patient with learners who are having difficulty
  • Acknowledge individual successes
Motivation for Learning Depends on the training, if it is a required training or an elected learning event
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  • Reinforce need for new skills and maintain old skills
  • Positive reinforcement for new learning
Attitude Toward Subject Same as above
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  • Make learning fun
  • Relaxed atmosphere
  • Share how new knowledge will be used in the workplace
Expectations from Course Depends on the learner and whether or not the training was mandatory.
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  • Clear summary and overview of training goals and expectations at beginning of class
Competitiveness Always one student who knows it all . .--
  • Redirect attention to learning new skills

Environmental factors that will may impact the learner-centered instruction

Analyzing the environment is a means to identify the (a)the 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 n/a . . .
Material Required Instructions and handouts
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  • Include step by step instructions with visuals graphics
Production Equipment Available computers and software
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  • Make sure all computers have Microsoft Office installed
  • Make sure lab is available
Time for Design & Production Classes are usually 1-1.5 hours long
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  • Introduction of lesson with examples for student viewing.
  • Discussion on use of products in the classroom.
  • Introduction of software use and creation of new product.
  • Guided practice.
Department Technology Requirements Class registration
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  • Send out information at least two weeks in advance.
Implementation Factors
Factors Description Advantage or Constraint initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors
Class size 15-20
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  • If class is too big it does not allow for individual attention.
  • Try to arrange for a facilitator
Class period Length n/a
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Location Computer lab
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  • Include directions in information on class
Lighting All needs are addressed
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  • Adjust lighting for all users
Temperature Maintain comfort
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  • Adjust temperature for all users
Noise Close door to hallway
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  • There may be a higher than normal noise level in the lab due to students helping each other.
Equipment Schedule lab
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  • Sign up for lab use
Technology Support n/a
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  • I will be my own technology support person.
Outcome Factors
State Requirements TA TEKS
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  • Addresses state and district requirements
Employer Needs Technology integration for increased student learning
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  • Let learners know how this is meeting district training requirements and which ones.
Co-worker needs n/a
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Student needs Teachers busy schedules
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  • Provide individual instruction and help when needed.
Other Factors

Content

Analyzing content is a means to identify in general items the topics to be addressed in our lesson and to analyze these topics in terms of the requisite sub-topic, and degree of learning difficulty.
Main Topic Sub-Topics Readiness to Learn Degree of Learning Difficulty Possible Instructional Strategies to Reduce or Manage Learning Difficulty
Teachers will communicate information in different formats for diverse audiences Teachers will use Excel to evaluate TEKS results Most teachers will have some computer skills.

Moderate
  • Provide step by step instructions
  • Model creating a spreadsheet
  • Guided practice
  • Allow learners to work in collaborative groups
Discuss and Identify TA TEKS Familiarity with TA TEKS Teachers should have some experience with analyzing data Many are not familiar with the TA TEKS
  • TA TEKS resources available