Paula Brown |
|
Theories
and Factors That Affect Student Learning |
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| 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. | ||||
|
|
Description |
Advantage
or Constraint |
Initial
Ideas for Maximizing Positive Factors or Minimizing Negative Factors |
|
| + |
- |
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|
Age
/ Academic Range |
2
students- age 17 1 student - age 16 11 students - age 15 |
- |
Individual Accountability, Increased Guidance, Prior Knowledge | |
|
Sex
Distribution |
7 boys, 7 girls | + |
Gender equity in grouping | |
|
Racial,
Ethnic Diversity |
42% minority | + |
- |
Multicultural equity in grouping |
|
Educational
Level |
2
- freshman 12 - sophomore *some are overage |
Emphasize classroom guidelines and basic skills | ||
|
Disability
or Impairment |
ADHD | - |
Reinforce
study skills Provide verbal and visual cues |
|
|
Developmentally
Appropriate |
Age Appropriate | + |
Based on TEKS | |
| Prerequisite
Knowledge |
Algebra I Concepts | - |
Review/Practice | |
| Related
Experience |
Study of other geometrical shapes | - |
Review/Practice | |
| Perception
of Role as Student |
Readiness to Learn | - |
Verbal Cues | |
|
Motivation
for Learning |
Need to know for TAKS testing | - |
Model
use of Smartboard Student use of Smartboard during guided and independent practice |
|
| Attitude
Toward Subject |
Diverse Learners with diverse attitudes about Math | - |
Emphasize that this knowledge and skills is a prerequisite for future knowledge and skills | |
|
Expectations
from Session |
Increase
of knowledge and skills in TEKS, successful technology integration,
student learning maximized, increase in problem-solving skills,
enhanced listening skills and self-discpline |
+ |
Use of technology may create initial excitement/eagerness | |
|
Competitiveness |
Some (about 35-45%) | + |
Model
use of Smartboard Student will want to be successful in front of his/her peers. |
|
| 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. | ||||
|
|
Description |
Advantage
or Constraint |
Initial
Ideas for Maximizing Positive Factors or Minimizing Negative Factors |
|
| + |
- |
|||
| Design and Production Factors: | ||||
| Budget Available | Not a factor | + |
No budget needed | |
| Materials Required | Smart Notebook Lesson | + |
Opportunity for training in use of Smart software | |
| Production Equipment Available | Smarttools, Smartboard, Projector, Computer | + |
Opportunity for training in use of Smartboard | |
| Time for Design and Production | 55 minute class period | + |
Glimpse of future uses for Smartboard use by students | |
| Department Technology Requirements | None | + |
Test equipment beforehand | |
| Implementation Factors: | ||||
| Class Size | 14 | + |
Give all students at least one turn on the Smartboard | |
| Class Period Length | 55 minutes | + |
Time allows for minimal distractions if all students want a turn | |
| Location | Classroom | + |
Minimal distractions - staying in classroom for technology integration | |
| Seating Arrangement | Rows of desks, Assigned seats | - |
Classroom management - reminder - hands to yourself - each student will have a turn | |
| Lighting | Artificial and sunlight | + |
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| Temperature | Comfortable | + |
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| Noise | Minimal | + |
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| Equipment | Classroom has projector, document camera, and smartboard | + |
Make sure classroom is conducive to learning - ask students (Can anyone not see the projector image or Smartboard) | |
| Technology Support | Instructional Technologist | + |
I am the Instructional Technologist and PC Tech - so support is readily available | |
| Outcome Factors: | ||||
| State Requirements | Geometry TEKS | + |
Adhere to state curriculum | |
| Employer Needs | Increase in TAKS scores | + |
Review applicable released TAKS test questions | |
| Co-worker Needs | Not a factor | + |
Classroom equipment stays in this classroom | |
| Student Needs | Knowledge and skills necessary for passing the TAKS, Increase in confidence | + |
Emphasize objectives | |
| 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 prequisite sub-topics, and degree of learning difficulty. | ||||
|
Main Topics |
Sub-Topics
(What Is Involved In Learning Each Main Topic?) |
Readiness
To Learn |
Degree
of Learning Difficulty |
Possible
Instructional Strategies to Reduce the Degree of Learning Difficulty |
Understand
the angle theorems related to parallel lines and apply the theorems
to find angle measurements when given the measurement of some
angle |
Define and identify angle pairs | Basic knowledge and skills exist. | Imagined
- memory recall Imagined to some degree because it is a process |
Lecture
- advance organizer Drill & Pracitce - on the Smartboard |
| Steps(measuring angles) to determine what type of angle pair is shown and understanding of proof | Basic knowledge and skills exist | Imagined
to some degree because it is a process Real - psychomotor skills and synthesis of information |
Lecture
- advance organizer Demonstration Drill & Pracitce Problem-Solving - guided and independent practice (on the Smartboard or the Document Camera) |
|
|
Geometry
terminology |
Create
list of related terms and their definitions |
Understands that terminology is a necessary part of math | Imagined
- memory recall |
Lecture
- advance organizer Drill & Practice - independent practice and study time |