| 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 and love the idea of using 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 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 word forms as noun or verb, basic knowledge of word
application |
+ |
|
Students have prior knowledge of nouns, special nouns and
verbs. Students 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 use the computers, break from normal classroom routine. |
| Attitude Toward Subject |
Excited |
+ |
|
Computer lab activities are met enthusiastically. |
| Expectations from Course |
Create product on computer, cover writing 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 |
Template, paper, rubric |
+ |
|
Paper readily available in classroom. Template will be created
ahead of time by teacher and placed on the computers and rubric
will help students to be successful and meet learning goals. |
| Production Equipment Available |
Computer lab, word processor 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 what 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 writing TEKS. |
| Student Needs |
Guidance,knowledge of word processor 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 |
| To identify nouns and verbs
in written communication. |
Read written communication
and determine the nouns and verbs within the text. |
Knowledge of and understanding
of nouns and verbs. |
Actual: Students have to
identify and recognize nouns and verbs within written text.
Imagined: They may have trouble identifying a noun and verb
while contained in a sentence. |
Have students define noun and verb.
Have students generate a list of words that are nouns and
a list of words that are verbs. |
| To distinguish between nouns,
proper nouns, and verbs in written communication. |
Understand the difference between
nouns and proper nouns. |
Ability to identify nouns. |
Actual: Students have to
identify and recognize nouns and proper nouns in written communication.
Imagined: They may have trouble deciding if a word is a noun
or proper noun while it is contained in text. |
Have students define a
noun and discuss what makes a noun a proper noun.
Identify words in the school environment that are proper
nouns (such as student names).
|
