Theories And Factors That Affect Student Learning

Factors

Characteristics

Advantage

Constraint

Ideas to Address

Student Learner

Age

15-19 years

No

Yes

Introductory video showing relation of assignment to their reality, journal assignment, inclusion of elements that should appeal (Rap, skits, ....)
 

Older students negatively influence younger

Academic Range

Reading levels range from grades 4/5 to 14 with most students below grade level.

No

Yes

Structure lesson to keep all students actively involved following timeline, scaffolding activities (including templates).
 

Must plan for wide range of abilities, challenging those close to on level while motivating/ remediating those behind.

Sex Distribution

40:60 with majority of students female

No/Yes

No

Solve drop out rate problem.

Ratio result of dropout statistics

Ethnic/Racial Diversity

82 - 88 % African American
12 - 18% Latino

No

Yes

Media specialist will emphasize real world truths regarding necessity of obtaining best education possible ...

Politics

Educational Level

AP/TAG, Grades 11 to 12, ESL, and Resource

No

Yes

Structure lesson to keep all students actively involved following timeline, scaffolding activities (including templates).

Must plan for wide range of abilities, challenging those close to on level while motivating/ remediating those behind - including in the AP classes.

Disability/   Impairment

At-Risk, ESL, Resource

No

Yes

Structure lesson to keep all students actively involved following timeline, scaffolding activities (including templates).
 

See above

Developmentally Appropriate

This is a relative term for students in age where frequently they are raising themselves.

No

Yes

Structure lesson to keep all students actively involved following timeline, scaffolding activities (including templates). Include checklists and provide opportunities to input regarding direction of lesson.
 

They are older...

Prerequisite Knowledge

Basic reading levels (above calling words), wide range of computer skills

No
 

Yes

Provide background and scaffolding activities.

Challenge described above

Related Experience

English I-II, Reading, Previous research projects in science and social studies.

Yes
 

No

Provide connections to previous/ current assignments in other classes.

Minimal

Perception of Role as Student

Undefined - receiving mixed messages from adults.

No
 

Yes

Introductory video showing relation of assignment to their reality, journal assignment, inclusion of elements that should appeal (Rap, skits, ....)

Mixed messages

Motivation for Learning

Grades, class rank, graduation, undefined in general case

No

Yes

Introductory video showing relation of assignment to their reality, journal assignment, inclusion of elements that should appeal (Rap, skits, ....)

Mixed messages

Attitude toward Subject

Required

No

Yes

Introductory video showing relation of assignment to their reality, journal assignment, inclusion of elements that should appeal (Rap, skits, ....)

Mixed messages

Expectations from Course

Grades, class rank, graduation, undefined in general case

No

Yes

Experience with current lesson (as early in the school year as possible).
Testimonials of former students and current staff ...

Mixed messages

Competitiveness

In most cases, this is not a factor with regard to academics unless negative

NO
 

YES

Classroom management/ discipline.

Negative peer pressure is intense

Learning Environment

Design and Production Factors:

• Budget Available

All departments including library are on "zero budget"

No

No

Resources required that are already available will be obtained/ purchased by teacher.
 

Usually "tight", next year will require more creative solutions.

• Materials Required

- Library resources
- Computers with MS Office and Internet availability
- Prepared lists, templates, checklists, etc.
- Digital cameras
- Video camera and video production capabilities.
- Floppies

No

No

Plan for rotations, checklists, tutoring available before/after school and lunch.

Though not abundant, resources are sufficiently available as long as the unit is appropriately planned.

• Production Equipment Available

Required equipment software is available but limited

No

No

Some tasks such as video editing will be done by adults. If students interested, they will have to come before/after school

Some tasks such as video editing must take place outside of class.

• Time for Design and Production

Limited

No

Yes

As above.

Some tasks such as video editing must take place outside of class.

• Department Technology Requirements

Not Relevant (nonexistent)

No

No

Not Applicable

Implementation Factors:

• Class Size

Unknown until August

Yes/No

Yes/No

Adapt as needed

Unknown

• Class Period Length

Unknown - approximately 50 minutes (to be announced in August).

No

Adapt as needed

45 to 55 minutes

• Location

Library and classroom depending on activity

No

No

Prepare schedule.

Library and classroom

• Seating Arrangement

Depends on class size and location

Yes/No

Yes/No

Adjust seating arrangements as needed.

Depends on class size and location

• Lighting

Florescent lighting

Yes/No

Yes/No

Florescent lighting

• Temperature

Very, very, very cold or very, very, very hot.

No

Yes

Tell students to wear layers regardless of what time of the year

Cold or Hot

• Noise

Dependent on location, classroom management, and neighbors

No

No

Classroom management

Variable

• Equipment

See above

No

No

See above

See above

• Technology Support

As long as district resources (including Internet) are not required,  adequate, else ....

No/Yes

No/Yes

Most technology support will be provided by the mentor.

District resources requires Teacher Tech. assistance which can take time.

Outcome Factors:

• State Requirementss

English III TEKS/TAKS

No

No

Lesson design

• Employer Needs

TAKS/ NCLB

No

No

Lesson design

• Co-worker Needs

Ease with grading, lesson preparations, TEKS, TAKS

No

No

Lesson design

• Student Needs

Lifelong learning, Habits of Mind, TAKS

No

No

Lesson design

Main Subject-Matter Topics

Sub-Topics

Readiness to Learn

Degree of Learning Difficulty

Possible Instructional Strategies
(Activities)

Lesson Content

Writing

Generating ideas, develop voice, and plan

Previous experience and readiness varies

Varies with background of student - in general moderate

Journal using word processor using designated filename and saving on A:/ Drive.

Brainstorm to develop ideas including required standards for evaluation.
 

Develop drafts (alone and collaboratively) refining for publishing
 

Previous experience and readiness varies

Varies with background of student - in general moderate

Use appropriate software, brainstorm, organize, develop drafts, proof, revise, refine, and publish information.

Use appropriate strategies to prepare “successful” presentation.

Using technology for creating, revising, editing, and publishing

Previous experience and readiness varies

Varies with background of student - in general easy

Use appropriate software, brainstorm, organize, develop drafts, proof, revise, refine, and publish information.

Use appropriate strategies to prepare “successful” presentation with pre-prepared resources. Use these strategies of prepare own presentation.

Reading

Reading for entertainment and to discover models

Previous experience and readiness varies but in general limited

Varies with background of student - in general moderate

Select and read poem or short story written by Edgar Allen Poe.

Use selection to complete stylistic analysis (using provided template).

Interpreting influences of the historical context on literary works

Previous experience and readiness varies but in general limited
 

Varies with background of student - in general moderate

Research environment/ history related to origin of short story/poem - formulate questions to ask, use available resources (library, Internet), and organize.

Recognizing cultural characteristics