| Theories
And Factors That Affect Student Learning |
| Student
Learner Factors
Analyzing the student learners targeted in the instructional
design being developed is a means to identify the learner
characteristics that will likely impact the process and outcomes
of the learning experience |
| Factors |
Description |
Resource
(Advantage) or Constraint |
Initial
ideas you have on how to address the pertinent characteristics
in the mentee's learning environment. |
| + |
- |
| Age/Academic Range |
7-8 years old |
+ |
|
Enthusiastic about doing something that they have never done
before, love the idea of technology. |
| Sex Distribution |
13 girls
9 boys |
+ |
|
Not a factor really at this age. |
| Racial, Ethnic Diversity |
Caucasian and Hispanic |
|
- |
Discuss prior knowledge, make sure all students have the necessary
vocabulary. |
| Educational Level |
2nd Grade |
+ |
|
Enthusiastic about school and new activities. |
| Disability or Impairment |
Speech impaired |
|
- |
Reinforce shape vocabulary, student-centered instruction will
allow for differentiated instructional needs of all students. |
| Developmentally Appropriate |
Appropriate for age and grade level |
+ |
|
Students are developmentally ready for concepts presented. |
| Prerequisite Knowledge |
Recognize geometric shapes, paint application |
+ |
|
Students have prior knowledge of shapes and have been exposed
to the software in prior computer lab instruction. |
| Related Experience |
Using the computers in the lab |
+ |
|
Students have prior experience with the computers in the lab
and know the expectations in the lab. |
| Perception of Role as Student |
Eager to learn, capable of learning |
+ |
|
Eager and excited to be learning. |
| Motivation for Learning |
Using technology, something different, familiar topic |
+ |
|
Eager to explore their environment, break from normal classroom
routine. |
| Attitude Toward Subject |
Excited |
+ |
|
Hands on activities are met enthusiastically. |
| Expectations from Course |
Create product on computer, cover math TEKS |
+ |
|
Excitement of using computers will be a plus in completion
of the project and provide all students the opportunity to be
successful. |
| Competitiveness |
Some competitiveness |
|
- |
Encourage students to work cooperatively and help each other
with any technology problems. |
| |
Environmental
Factors
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 |
Resource
(Advantage) or Constraint |
Initial ideas you have
on how to address the pertinent characteristics. |
| + |
- |
| Design
and Production Factors: |
| Budget Available |
None |
+ |
|
No money needed to complete. |
| Materials Required |
Geometric shapes, paper, rubric |
+ |
|
Shapes and paper readily available in classroom, rubric will
help students to be successful and meet learning goals. |
| Production Equipment Available |
Computer lab, paint application, printer |
+ |
|
All needed equipment available in the computer lab. |
| Time for Design and Production |
2 class periods |
+ |
|
Diverse learners will have time to explore and create. |
| Department Technology Requirements |
Lab time |
|
- |
Schedule lab time well in advance. |
| Implementation
Factors: |
| Class Size |
22 |
|
- |
Individual computers in lab, seat students with buddy close
by for assistance if needed. |
| Class Period Length |
1 hour |
+ |
|
Uninterrupted large blocks of time. |
| Location |
|
+ |
|
Different environment/setting. |
| Seating Arrangement |
Paired seating in classroom, individually seated at computer
in lab |
+ |
|
Students have a partner to work with cooperatively in the
classroom. All students will have individual computer in the
lab. |
| Lighting |
Artificial/natural lighting from windows allow for some sunlight |
+ |
|
Bright |
| Temperature |
Comfortable |
+ |
|
Students comfortable in their environment. |
| Noise |
Low level |
+ |
|
Low level noise as students work and discuss their products
with partners. |
| Equipment |
|
+ |
|
Each student has their own computer to work on in the lab. |
| Technology Support |
Great |
+ |
|
Tech aide in lab and available to help individual students
who might be struggling with software. |
| Outcome
Factors: |
| State Requirements |
|
+ |
|
Know exactly was is expected or expectations |
| Employer Needs |
|
+ |
|
Students meeting the TA TEKS and math TEKS |
| Co-worker Needs |
|
+ |
|
Students will advance to next grade with good understanding
of concept address in the math TEKS. |
| Student Needs |
Guidance,knowledge of paint application |
|
- |
Provide guidance and help where needed, tech aide will
be available to assist students.+
|
| |
Content Factors
Analyzing the 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 Subject-Matter
Topics |
Sub-Topics (What
is involved in learning each main topic?) |
Readiness To
Learn |
Degree of Learning
Difficulty |
Possible Instructional
Strategies |
| Know and Comprehend geometric
shapes and spatial reasoning in order to build foundation for
the learning geometry. |
Comprehend and understand the
difference between flat and 3 dimensional shapes. |
Knowledge of and understanding
of geometric shapes. |
Actual: Students have to
identify and recognize shapes.
Imagined: They may be overwhelmed with difference between
flat representation of shape and 3D form of shape. |
Provide them with concrete
hands on math geometric shapes or solids. So they can see
feel and touch the shapes.
|
| Identify and recognize attributes
of any shape or solid in everyday activities and experiences
in order for student to understand the geometry is part of everyday
experiences. |
Recognize attributes of geometric
shapes as observed in the environment and local surroundings.
|
Ability to identify and compare
geometric shapes and solids. |
Actual: Students have to
identify and recognize shapes in everyday objects.
Imagined: They may be overwhelmed with recognizing shapes
in their everyday environment or with the number of choices
available. |
Assign certain shapes to
students.
Point out objects that are representative of the basic shapes
in the environment - give examples. |
