|
Theories
and Factors that Affect Student Learning
|
Learner
Factors
Learner characteristics that will likely impact the process
and outcomes of the learning experience. |
|
Factors |
Description |
Advantage/Constraint |
Initial
Ideas for Maximizing Positive Factors or Minimizing Negative
Factors |
Age/Academic
Range |
8-9 yr olds |
+ |
Discuss prior knowledge, ask questions about
their celebrations to peak interest |
| Sex Distribution |
10 Male
9 Female |
+ |
When choosing groups discuss how to choose someone who will
balance strengths and weaknesses |
| Racial, Ethnic, Diversity |
African American, Asian, Caucasian, Hispanic |
+ |
Draw from experiences and backgrounds to compare
cultural celebrations; creates curiosity |
| Educational Level |
3rd Grade |
- |
Skill needed to complete projects may not be
fully developed |
| Disability or Impairment |
none |
+ |
Use cooperative, collaborative, learning centered
environments to allow for all learning styles |
| Developmentally Appropriate |
appropriate to grade and age |
+ |
Address all expectations clearly for success,
monitor and redirect groups as needed |
| Prerequisite knowledge |
research strategies on Internet, collaborative
skills, skills related to technology created product |
- |
Mini lesson for Internet navigation needed,
structure and monitor lab time to make sure time is used wisely
|
| Related Experience |
some knowledge of other holidays and traditions,
can draw on personal background |
+ |
Encourage students to learn from each other.
Student experts can help with computer skills |
| Perception of role as student |
learning controlled by student, attention to
task |
+ |
Clear expectations, monitor for progress |
| Motivation for learning |
tie to personal experience, technology, group
presentations |
+ |
choice of celebration, group, and project |
| Attitude toward subject |
eager to learn about new tradition and gathering
visuals for presentation |
+ |
Brainstorm celebrations and ideas they might
have for visuals, can be done with graphic mapping software |
| Expectation from course |
understanding of cultural celebrations in TX,
able to compare those celebrations |
+ |
Allow students to be creative in presentation
of celebrations |
| Competitiveness |
some competitiveness, GT students in class |
- |
Encourage careful choice of groups, approve groups
before starting, facilitate collaboration |
| |
Environment
Factors
Issues that will impact the process of the design and production,
implementation, and outcomes of the learning experience. |
| Factors |
Description |
Advantage/Constraint |
Initial
Ideas for Maximizing Positive Factors or Minimizing Negative
Factors |
| Design and Production Factors: |
| Budget Available |
none |
- |
Use available technology, students can contribute
from what they may have at home |
| Materials Required |
Symbols, food, artifacts, etc. to represent cultural
celebration |
- |
Encourage creativity, work with others in group
to compile needed materials for presentation |
| Production Equipment Available |
computers with Internet access, Star Office
software,digital camera, video, scanner, smart tv for projection,
tables for booths
|
- |
Make sure ample time in lab is scheduled, enlist
assistance of technician and technology specialist |
| Time for Design and Production |
3 weeks |
- |
Monitor progress, provide rubric or checklist
to assist students with time management |
| Department Technology Requirements |
lab time, network working properly |
+ |
Have backup plan ready for network problems (library
research, other computer activities), enlist technician to make
sure lab is running properly |
| Implementation
Factors: |
| Class Size |
19 |
+ |
Small size allows for teacher to spend more time
with each group |
| Class Period Length |
Flexible/Self Contained |
+ |
Use free time to allow groups to continue work
on projects |
| Location |
classroom, lab, library |
+ |
Schedule as appropriate, use classroom computers
as needed to compete projects |
| Seating Arrangement |
desks in tables in classroom, sit with partners
in lab, tables in library |
+ |
Move desks as needed for groups, spread out in
lab to sit with partner |
| Lighting |
artificial/windows allow for some sunlight |
+ |
light is adequate |
| Temperature |
comfortable |
+ |
temperature is adequate |
| Noise |
average, associated with collaboration |
+ |
Expect collaborative noise- monitor for off-task
behavior, create signal to (lights out) to get class attention |
| Equipment |
computers with Internet access in lab, classroom,
library, Star Office software, video/digital camera, scanner,
smart tv |
_ |
Schedule equipment as needed. Allow time for
video editing |
| Technology Support |
assistance from instructional technologist |
+ |
Schedule in advance |
| Outcome Factors: |
| State Requirements |
3rd grade TEKS for Language Arts and Social Studies;
3-5 TEKS for Technology Applications |
+ |
Focus on state requirements |
| Employer Needs |
technology and time |
- |
Get needed support, practice technology skills |
| Co-Worker Needs |
library time, lab time |
+ |
Schedule in advance, librarian can pull books
on celebrations |
| Student Needs |
technology skills, visual and oral presentation |
- |
Use rubric to assess and self evaluate, cooperative
groups, student experts (especially with technology) |
| |
Content
Factors
The topics address in the lesson analyzed in terms of the requisite
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 |
| Understand ethnic/cultural celebrations of their
own culture and others in TX, US, and other nations |
Identify the significance of the celebration
Select highlights of cultural study and create artifacts
to represent the celebration |
Knowledge of celebration- information gathered
from research |
Real-Distinguish between pertinent and pertinent
information;
Make decisions on what is most important in study of celebration
Imagined-Students may have a hard time with celebrations outside
of their culture
|
Teacher work with small group to discuss answers
to questions-use questioning techniques to understand student's
reasoning
|
The student will be able to compare ethnic and/or cultural
celebrations in Texas, US, and other Nations
|
Create list of questions to research
Use appropriate search strategies to gather information and
record answers to questions
|
Conduct search on internet
Site source |
Real- creating relevant questions for research
reading from Internet
using search strategies to find valid information
Analyze information to see how different celebrations are
similar
Imagined- may not feel like all of the answers to questions
can be found, waste time with meaningless searching
|
Brainstorm questions together, decide on best,
class uses the same questions
Demonstrate searching, use district's technology curriculum
Use rubric, checklist, timeline, etc. to keep students on
task
Write reflection page to describe comparisons and check for
understanding |
| Create a products using available technologies that reflects
the new knowledge of the learner |
Organize notes to create a product of choice-
examples: brochure, multimedia presentation, booklet, video,
etc.
Use other visuals to create "booth"
|
Knowledge of Technology skills for product
chosen
Gather and/or create visuals |
Real- Synthesizing new knowledge to create
product explaining celebration to others
Imagined-gathering other visuals may seem overwhelming |
Teacher demonstration of product creation
Facilitate small groups to brainstorm visuals that could
be used and how to obtain them
Communicate needs to parents
|
