Learner
Factors
Analyzing the student learners is a means to identify the learner
characteristics that will likely impact the process and outcomes
of the learning experience. |
| Factors |
Description |
Advantage
or
Contraint |
Initial
Ideas for Maximizing Positive Factors for Minimizing Negative
Factors |
| |
|
+/- |
|
| Age/Academic
Range |
10-11 years old |
-
|
Engage
from prior knowledge and experiences. Gear towards natural interests
for that age level. |
| Sex
Distribution |
~70% girls, 30% boys |
-
|
Choose
cooperative groups to ensure mixed gender groups. |
| Racial,
Ethnic Diversity |
~35-40% Caucasion, ~60% African American, Hispanic |
+
|
Not a factor
in this project. |
| Educational
Level |
5th Grade |
+
|
Use excitement
about technology tools for encouragement |
| Disability
or Impairment |
ADHD, Visual Impairment |
-
|
Keep constant
activity. Choose cooperative groups accordingly, provide assistive
technology to assist in visual aide. |
| Developmentally
Appropriate |
yes |
+
|
Plan for
loud, interactive atmosphere. Channel off-task behaviors. |
| Prerequisite
Knowledge |
Internet research skills, minimum of one technology application
skill |
+
|
Survey
technology skills prior to project to assist with project decisions.
|
| Related
Experience |
research, Internet |
+
|
Brainstorm
different biomes and their characteristics to enduce prior knowledge. |
| Perception
of Role as Student |
cooperative, motivated |
+
|
High expectations,
progress timelines, emphasize becoming expert in one area to
present to peers. |
| Motivation
for Learning |
choice in product, cooperation with others, becoming an expert
in at least one area |
+
|
Clearly
state purpose and design of lesson. Open choices for technology
presentation project. |
| Attitude
Toward Subject |
group work |
-
|
Draw on
student's prior knowledge of ecosystems and environment.
|
| Expectations
from Session |
collaboration with peers, science TEKS, TA application TEKS |
+
|
Provide
overview of product examples expected from this unit. Opportunity
to work with favorite technology. |
| Competitiveness |
somewhat competitive |
+
|
Individuals
responsible for providing expert information for peers. Peer
group accountability. |
| |
|
|
|
|
Environment
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 |
Advantage
or
Contraint
|
Initial
Ideas for Maximizing Positive Factors or Minimizing Negative
Factors |
| Design
and Production |
|
+/-
|
|
| Budget
Available |
none |
-
|
No funding
needed. |
| Materials
Required |
Team rubric,
Project rubric |
+
|
Assessments
to keep students on task and provide method of project and team
assessment. |
| Production
Equipment Available |
MS Office
with Publisher, Computer lab, Internet access, Dreamweaver |
+
|
Will schedule
lab through librarian. All equipment and software available
at school. |
| Time
for Design and Production |
3- 60
minute classes |
+
|
Sufficient
time for research. Can move to classroom for ask the expert
collaboration to reduce lab time. Can use single computer in
classroom if needed. |
| Department
Technology Requirements |
none |
-
|
Ensure
lab availablility and network connectivity. |
| Implementation
Factors |
|
|
|
| Class
Size |
26 |
+
|
Work in
partners then collaborate with class divided in two groups.
Even number of students for partners. |
| Class
Period Length |
90 minutes |
+
|
Mulitple
class periods will be used to allow time to research, collaborate
and create projects. |
| Location |
classroom,
computer lab |
+
|
Lab has
enough computers for each student to research independently.
Also provides open area for collaboration. |
| Seating
Arrangement |
In classroom/
tables of 8
In lab/ computer in horseshoe shape along walls |
+
|
Will need
to move keyboards aside for writing space. No open writing areas
available in lab. Classroom provides better collaboration space.
|
| Lighting |
not a factor |
not
a factor |
not a factor |
| Temperature |
not a factor |
not
a factor |
not a factor |
| Noise |
not a factor |
not
a factor |
not a factor |
| Equipment |
27 computers
in lab |
+
|
Each student
has access to individual machine. Lab available before and after
school. |
| Technology
Support |
Instructional
Technologist available upon request |
+
|
Ask Instructional
Technologist to team teach this lesson to provide assistance.
|
|
Outcome
Factors |
|
|
|
| State
Requirements |
Integrated
5th grade TEKS |
-
|
Follow
state curriculum |
| Employer
Needs |
Technology
Integration documentation required by campus and mandated in
TA and Science TEKS |
+
|
Follow
state curriculum |
| Co-worker
Needs |
Lab scheduling
via librarian |
-
|
Lab reservations
made early to prevent conflicts. |
| Student
Needs |
Refresh
computer application skills. Some computer skills may need to
be taught/learned for some students. |
-
|
Assure
matery of content. Assess understanding and peer interaction. |
Content
Factors
Analyzing the content is a means to identify in general terms
the topics to be addressed in your course and to analyze these
topics in terms of the prerequisite sub-topics, and degree of
learning difficulty. |
| 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 |
| 1.
Research and describe a specific biomes and its characteristics. |
Locate
and cite valid Internet resources.
Understand definition of a biome.
Document
findings.
|
Understand
how to do Internet research using refined search strategies.
Know and
understand copyright laws. |
Research-
medium to difficult
Describe
and communicate findings- easy |
Brainstorming
Accessing prior knowledge
Demonstrate
citing sources and criteria for validating information. |
| 2.
Become and expert on biome researched and present to peers as
an expert on that biome. |
Each
biome expert meet to collaborate and share information acquired
during research.
Experts
effectively present findings to peers. |
Use
presentation skills to communicate effectively. |
Easy
to medium difficulty |
Create
rubric for assessing team involvement.
Facilitate
discussions. |
| 3.
Identify the components of each biome and present characteristics
in an innovative way using technology-enhanced projects. |
Refresh
skills on technology application of choice.
Compile
results from research and collaboration into a technology-based
culminating project. |
Be
able to use a computer application to communicate findings.
Have basic
computer skills.
Discuss
cooperation tactics for peer interactions. |
Medium
to hard difficutly |
Questioning
will be used for stimulating thought on how to best present
findings and research.
Direct
teaching of specific computer applications may be needed.
Create
rubric for assessing culminating project: slideshow, database,
pamphlet, or spreadsheet. |