Theories and Factors that Affect Learning

Jayne Germany and Claudia Rose

Factors	Description	Advantage or Constraint		Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors
Age / Academic Range	11-12		-	Since they are new students to the middle school, a pretest would determine prior knowledge
Sex Distribution	60-65% boys 35-40% girls		-	The sex distribution changes significantly every other year. When her team has 5th and 6th period off, they have the boys who take percussion band 5^th period. When they have 1^st and 2^nd period off, they have many girls who enjoy woodwinds 2^nd period. The two 6^th grade teams switch off schedules every other year. This year she has mostly boys, which necessitates more activities lasting shorter time spans (15-20 mins.) and classroom management techniques that involve physical movement within the classroom.
Racial, Ethnic Diversity	10% ethnic 90% Caucasian		-	She has class read more stories of varied culture, more focus on vocabulary
Educational Level	6^th grade		-	Since they are new students to the middle school, a pretest would determine prior knowledge—Gates McGinte Reading Test
Disability or Impairment	Cognitive disabilities, ADD, dyslexia		-	Assistive technologies and varied teaching styles will address learners of all types.
Developmentally Appropriate	Inclusion class has students performing 1-3 years below grade level.		-	Inclusion teacher will help address needs.
Prerequisite Knowledge	Be able to read Enlgish		-	Since they are new students to the middle school, a pretest would determine prior knowledge
Related Experience	Most are coming from the same geographical area and SES	+		Find out and used shared experiences through reflection and discussion
Perception of Role as Student	Coming from elementary school, they will be familiar with learning centers and self-directed learning.	+		Build on the student-centered environments used by elementary teachers
Motivation for Learning	Most want to make good grades, please teacher and parents, and feel good about themselves	+		Teacher will touch on all the descriptors in reflections, use honest compliments, and give students permission to think outside the box—“creative and clever”
Attitude Toward Subject	Most do not like reading		-	Focus on attitude changes in students—if the book isn’t interesting, it’s the books fault—tries to empower them
Expectations from Unit	Learn to analyze short stories, become better writers, and have fun	+
Competitiveness	Yes!	+		Sharing at the end will lead students to try their best.
Factors	Description	Advantage or Constraint		Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors
Budget Available	N/A
Materials Required	Literature book or class sets of stories Inspiration Word Pens and paper	+		Every tool is readily available
Production Equipment Available	N/A
Time for Design and Production	6 weeks	+		Reading curriculum allows for much choice in reading material
Department Technology Requirements	Teachers are encouraged to visit the computer lab once a semester		-	Students may not have all the prerequisite skills if teachers have not chosen to incorporate technology previously. More time will have to be spent on TA skills.
Implementation Factors:
Class Size	15-29		-	Teacher has to change style and strategies to accommodate different class sizes.
Class Period Length	90 minutes	+		Students/teachers waste little time at end and beginning of class. Teacher will need to vary activities during class period (15-20 mins.)
Location	Classroom Computer lab	+		The ability to change environment allows students to change up their thinking
Seating Arrangement	Computers face 3 walls, 1 row in center	+		Students are easily monitored.
Lighting	Florescent with windows	+
Temperature	comfortable	+
Noise	Varies with activities			Teacher spend first 6 weeks establishing group norms
Equipment	30 computers, old printers		-	Older printers with too little memory will not print some Inspiration documents well. Some students will have to send projects to another room.
Technology Support	1 tech facilitator per campus		-	Instant help not always available if facilitator is in another part of building, leading to teacher frustration. Computer lab is not open long before and after school for students needing to make up work.
Outcome Factors:
State Requirements	English/Language Arts TEKS, 6-8 TA TEKS, TAKS Reading objectives	+		Since reading is generally a skill-based area, teachers are not as tied to content as other areas. Teachers may choose from a wide variety of teaching resources (stories, topics, etc.).
Employer Needs	Principal does not require teachers to incorporate technology		-	Because technology is not integrated consistently, those teachers that do integrate it have to work harder.
Co-worker Needs	Many teachers feel no compulsion to integrate technology or pass tech competencies.		-	Because technology is not integrated consistently, those teachers that do integrate it have to work harder.
Student Needs	Students need to consistently be exposed to technology and make decisions with it to properly learn the TA TEKS.		-	Because technology is not integrated consistently, those teachers that do integrate it have to work harder.

Content factors that may impact learner-centered instruction. 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 (Prerequisites Mastered)	Degree of Learning Difficulty (Real / Imagined)	Possible Instructional Strategies to Reduce or Manage Learning Difficulty
1. Elements of Literature/Short Story	What are the definitions of the elements of literature? How can they be applied to short stories? What are the similarities/differences across the genres?	Experience reading short stories, knowledge and comprehension of elements of literature	Real- medium for stories they have read, harder for stories they have written Imagined-High degree until they have practiced	Teacher will give students opportunity to practice this skill in different genres until students are comfortable
2. The writing process	Prewriting, drafting, revising, editing, publishing	Knowledge, comprehension, and application of the stages of the writing process. Lots of practice writing!	Real-Students are very familiar with the writing process Imagined-Some students will have trouble getting started—blank page syndrome	Questioning will be applied to heighten their awareness of their own writing.
3. Analyzing short stories	Can students apply these elements to stories they have read and written? How can analyzing their own stories lead to an accurate evaluation of their writing? How can a deeper knowledge of these elements increase understanding and enjoyment of reading?	Familiarity with graphic organizers and elements of literature	Imagined—students may feel they are not capable of identifying the elements of literature within a story	Reflecting/questioning strategies will make students feel more comfortable with the process.
4. Using technology	Students will need to learn to use Inspiration and Word.	Students have used Word previously as well as Kidspiration and Inspiration	Real—some students skill with mouse or keyboard may slow them down	Peer coaching will be used to “catch up” those students behind in their technology skills and enrich the learning of students who finish first.