Theories And Factors That Affect
Student Learning
|
Factors
|
Characteristics
|
Advantage
|
Constraint
|
Ideas to Address
|
Student
Learner
|
Age
|
15-19
years
|
No/Yes
|
Yes/No
|
Adapt unit to age levels of
students
|
Strength of age group also
its weakness. |
Age Distribution
|
In same class, ages may range
one to three years with honors classes showing smallest
range.
|
No
|
Yes
|
Structure lesson to keep all
students actively involved following timeline, scaffolding
activities (including
templates).
|
Older students negatively
influence younger and vice versa. Must plan for range of
maturity levels in same class.
|
Academic
Range
|
Reading levels range from
grades below grade 3 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.
|
Academic
Range Distribution
|
In same class, reading levels
may vary from below grade 3 to grade 14.
|
No
|
Yes
|
Structure lesson to keep all
students actively involved following timeline, scaffolding
activities (including
templates).
|
Must plan for range of skills
and abilities of students in same class.
|
Skill
Level
|
Skill levels vary with
student and subject area
|
No
|
No
|
Structure lesson to keep all
students actively involved following timeline, scaffolding
activities (including
templates).
|
Must plan for range of skills
and abilities.
|
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
|
Pre-AP/ AP/TAG, Grades 09 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. ADHD
|
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 |
Stage of
Integration
|
Dependent on experience with
previous teachers
|
No
|
No
|
Continue to work with
instructors
|
| |
Learning Environment
|
Design and Production
Factors:
|
|
- Library resources
-
Computers with MS Office and Internet availability
-
Prepared lists, templates, checklists, etc.
- Digital
Resources (CD's)
- 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:
|
|
Unknown until
August |
Yes/No |
Yes/No |
Adapt as
needed |
Unknown
|
|
Unknown - approximately 40
minutes to 90 minutes - depending on period. |
No |
|
Adapt as
needed |
45 to 55 minutes
|
|
Library and classroom depending
on activity |
No |
No |
Prepare
schedule. |
Library and
classroom |
|
Depends on class size and
location |
Yes/No |
Yes/No |
Adjust seating arrangements as
needed. |
Depends on class size and
location |
|
Florescent
lighting |
Yes/No |
Yes/No |
|
Florescent
lighting |
|
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 |
|
Dependent on location, classroom
management, and neighbors |
No |
No |
Classroom
management |
Variable |
|
See
above |
No |
No |
See
above |
See
above |
|
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:
|
|
TEKS/TAKS |
No |
No |
Lesson
design |
|
TAKS/
NCLB |
No |
No |
Lesson
design |
|
Ease with grading, lesson
preparations, TEKS, TAKS |
No |
No |
Lesson
design |
|
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
|
Evaluate
credibility
|
Evaluate credibility of
information sources
|
Previous experience and
readiness varies but in general
limited
|
Varies with background of
student - in general moderate to
difficult
|
Evaluate reliability of
source after determining author's
motives.
|
Evaluate how writer's
motivation may affect credibility of information
sources
|
Previous experience and
readiness varies but in general
limited
|
Varies with background of
student - in general moderate to
difficult
|
Determine which
information sources to use for project’s
purposes.
|
Research
|
Generate relevant and
researchable questions
|
Previous experience and
readiness varies but in general
limited
|
Varies with background of
student - in general moderate to
difficult
|
Develop “relevant,
interesting, and researchable” questions for research
|
Locate appropriate print and
non-print information
|
Previous experience and
readiness varies but in general
limited
|
Varies with background of
student - in general moderate to
difficult
|
Using developed questions,
construct searches (Internet and library
resources).
|
Use text organizers to locate
and categorize information
|
Previous experience and
readiness varies but in general
limited
|
Varies with background of
student - in general moderate
|
Organize elements
using concept mapping and templates if
available
|
Produce reports and research
projects in varying forms
|
Previous experience and
readiness varies but in general
limited
|
Varies with background of
student - in general moderate
|
Present information
regarding elements and their relationship using appropriate
software (word processor/ presentation/ spreadsheet/
video).
|
Draw
conclusions
|
Previous experience and
readiness varies but in general
improving
|
Varies with background of
student - in general moderate to
difficult
|
Draw conclusions
regarding relationship of
elements
|
Language
use
|
Using conventions of language
effective to meet needs
|
Previous experience and
readiness varies
|
Varies with background of
student - in general easy to moderate
|
Work in small groups
to research background information
Work in
small groups to produce product to present background
information
Work in
small groups to produce
product
|
Communicate effectively while
working in groups engaged in problem solving and
planning
|
Previous experience and
readiness varies but in general
good
|
Varies with background of
student - in general easy
|
Work in small groups
to research background information
Work in
small groups to produce product to present background
information
Work in
small groups to produce product
|
Communicating through
appropriate use of questions and
answers
|
Previous experience and
readiness varies but in general
good
|
Varies with background of
student - in general easy
|
Work in small groups
to research background
information
|
