|
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 |
- |
limited prior knowledge, video should provide
visual for concepts being taught |
| Sex Distribution |
11 Male
10 Female |
+ |
Group formation will allow for members to grow
on the strengths of others. |
| Racial, Ethnic, Diversity |
African American, Asian, Caucasian, Hispanic |
+ |
Experience of different backgrounds will enhance
learning |
| Educational Level |
3rd Grade |
- |
Concepts may be confusing to younger students,
lot of visual examples should be used |
| Disability or Impairment |
ADHD, general learning disability |
- |
Use cooperative, collaborative, learning centered
environments to allow for all learning styles, modify work as
needed, collaborate with SPED |
| Developmentally Appropriate |
appropriate to grade and age |
+ |
Activities are age appropriate, learn from others
in collaborative groups |
| Prerequisite knowledge |
Kidspiration Software, Word Processing, resources
in the earth |
- |
Expose students to software before lesson,
brainstorm things from Earth that students use
|
| Related Experience |
Know that everyday products are made from earth
materials |
- |
Use listening guide to focus attention on products |
| Perception of role as student |
instruction is student-centered, choices are
made to enhance learning |
+ |
Clear expectations, rubrics, teacher observation |
| Motivation for learning |
Products identified from everyday life, creation
of new product |
+ |
students have better understanding of the earth's
resources |
| Attitude toward subject |
eager to learn about new concepts |
+ |
Students choose product based on new learning |
| Expectation from course |
identify earth materials as renewable, nonrenewable,
inexhaustible; design and advertise new product |
+ |
Products show understanding of concepts, classification
with KidPix |
| Competitiveness |
some competitiveness |
- |
Encourage reflection to make sure requirements
are met |
| |
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 and classroom materials |
| Materials Required |
United Streaming account, listening guide, everyday
items (trash) |
- |
Download video ahead of time to ensure success
in case network may be down; schedule lab ahead of time |
| Production Equipment Available |
computers with word processing software, kidspiration
software, smart tv for projection
|
- |
Check tv/computer connection, and software is
properly loaded |
| Time for Design and Production |
2 weeks |
- |
Monitor progress, provide rubric to assist students
with requirements, |
| Department Technology Requirements |
lab time, network working properly, staff development
in United Streaming |
+ |
schedule lab, enlist technician to make sure
lab is running properly, participate in United Streaming workshop |
| Implementation
Factors: |
| Class Size |
21 |
- |
Larger class, management of small groups critical |
| Class Period Length |
Flexible/Self Contained |
+ |
Time can be extended as needed |
| Location |
classroom and computer lab |
+ |
schedule adequate time in lab |
| Seating Arrangement |
arrange desks in table to allow for cooperative
groups, groups working in computer lab |
- |
Move desks as needed for groups, assign specific
jobs to students to maximize lab time |
| Lighting |
usual |
+ |
light is adequate |
| Temperature |
comfortable |
+ |
temperature is adequate |
| Noise |
average, associated with collaboration |
+ |
Expect collaborative noise- monitor for off-task
behavior, Redirect student focus with signal |
| Equipment |
computers with word processing software, kidspiration
software, smart tv for projection |
+ |
Schedule equipment as needed. Allow time for
video download |
| Technology Support |
assistance from instructional technologist; United
Streaming staff development |
+ |
Attend United Streaming Workshop; assistance
from technologist as needed |
| Outcome Factors: |
| State Requirements |
3rd grade TEKS science; 3rd grade TAKS objectives
3-5 TEKS for Technology Applications |
+ |
Focus on state requirements |
| Employer Needs |
United Streaming workshop, appropriate technology
skills |
- |
attend training, practice technology skills |
| Co-Worker Needs |
instructional technologist |
+ |
attend training, schedule for assistance in lab |
| Student Needs |
technology skills, creation of product, understanding
of concepts |
- |
Use rubric to self evaluate, cooperative groups |
| |
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 |
| Know that the natural world includes earth materials |
Identify earth materials including rocks,
soil, water, and gases of the atmosphere
Classify earth materials as renewable, nonrenewable, or inexhaustible
resources
Describe the "life cycle" of a resource
|
Know what resources are
Understand vocabulary terms
Know difference between resource and product |
Real-knowing what resources are used to create
the different things we use
Real- Classifying resources correctly
Real-Sequence of events
Imagined-creating diagram
|
Listening guide for video, brainstorm ideas,
Teacher observation,
Computer software for classification, Ask probing questions,
rubric to describe what is expected of student
|
| Recognize that recycling saves resources |
Describe recycling and identify the way recycling
saves resources
Create and advertise a new product made from recycled materials
|
Identifying products that have been recycled
Understanding of how recycling works
|
Real- ideas for new products
Imagined-group management |
Small Group facilitation, Rubric for self assessment
and formal assessment |
