Analyzing the student learners is a means to identify the learner characteristics that will likely impact the process and outcomes of the learning experience.
|
Factors
|
Description
|
Advantage or Constraint
|
Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors
|
| Age / Academic Range |
8-10 |
+ |
 |
Pick a book that students will be highly
interested in reading. |
| Sex Distribution |
F, M |
+ |
|
Allow students to discuss which events
are important to allow input of sexual
differences. |
| Racial, Ethnic Diversity |
African American, Caucasian, |
|
-
|
Allow students to discuss which events
are important to allow input of cultural
differences. |
| Educational Level |
3rd grade |
+ |
|
Pick book of appropriate grade level |
| Disability or Impairment |
ADHD, ADD |
|
- |
Allow students to change position during
reading, give student a stress ball to
squeeze during reading |
| Developmentally Appropriate |
All consistent with age |
+ |
|
brainstorm order of events with everyday
procedures. such as going to lunch |
| Prerequisite Knowledge |
2.5 reading level, basic computer
skills, basic power point skills |
+ |
|
Teacher model - teacher reads story and
class discusses the events in order |
| Related Experience |
Listen to story and then order events |
+ |
|
Review the order of events. |
| Perception of Role as Student |
Willing learner, actively participating |
+ |
|
Inform students they will be using the
computers for this assignment |
| Motivation for Learning |
Get to use the computer; gets to present
project to class |
+ |
|
Inform students they will be using the
computers for this assignment |
| Attitude Toward Subject |
Reading is negative; Computer use is
positive |
+ |
|
Alleviate fears of weak readers by
pairing with strong reader. |
| Expectations from Session |
Wonderful power point presentations with
events in correct order |
+ |
|
Give check list of required elements so
all presentations are complete. |
| Competitiveness |
very competitive |
+ |
|
Challenge the students to have the best
presentation in class. |
Environment factors that may impact learner-centered instruction.
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
|
| Factors |
Description |
Advantage or Constraint |
Initial Ideas for Maximizing Positive Factors or Minimizing Negative Factors |
Design and Production Factors:
|
Budget Available
|
NA |
|
- |
No extra funds needed. |
Materials Required
|
Story, computer lab with word processing
and power point, teacher created word
document, projector |
+ |
|
get copies of story for students to use;
create word document with exciting fonts |
Production Equipment Available
|
Computer lab, Projector |
+ |
|
review rules for computer lab |
Time for Design and Production
|
1.5 hours for production .75 for
presentations |
|
- |
Since this will take 2 different days in
the lab. Allow students to review the
story. |
Department Technology Requirements
|
reserve lab reserve projector |
|
- |
Make sure the lab is available for 2
periods within the week. |
| Implementation Factors: |
Class Size
|
13 - 18 |
+ |
|
Use pairs or small groups to discuss the
events |
Class Period Length
|
2 periods of 45 minutes in lab; 1
period of 45 minutes in classroom for
presentation |
|
- |
Review story before going to lab. |
Location
|
Justiss Elementary School - computer lab
and Mrs. Day classroom |
+ |
|
NA |
Seating Arrangement
|
NA |
+ |
|
NA |
Lighting
|
NA |
+ |
|
NA |
Temperature
|
NA |
+ |
|
NA |
Noise
|
NA |
|
- |
Have group use their partner voice |
Equipment
|
computer lab teacher station with
projector in Ms. Day's room |
+ |
|
each student will have his/her own
computer |
| Technology Support |
Computer Lab aide will be available |
- |
|
Introduce lab aide |
| Outcome Factors: |
| State Requirements |
TEKS 110.5 3.9C TEKS 126.3 11B |
+ |
|
review reading comprehension techniques
and tricks |
Employer Needs
|
Enhanced student learning |
+ |
|
compile cd of all presentations |
Co-worker Needs
|
Motivation |
+ |
|
submit lesson to technology fair |
Student Needs
|
Mastery of sequencing |
|
- |
give post test over events in story |
| Other Factors: |
NA |
|
- |
|
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.
Students will read grade appropriate
story |
Students
will read for comprehension |
Reading
level of 2.5 |
Real-
different for each student depending on
reading ability
Imagined- different for
each student depending of confidence
in reading
|
Students
could be paired, to allow a strong
reader to read aloud with a weaker one. |
| 2.
Students will use cut and paste in a
word processor to correctly order events |
Reading
comprehension from story; Basic
computer skills to use the cut and paste
feature |
Basic
recall skills Basic computer skills;
|
Real-
easy
Imagined- easy, students
love computer time
|
NA |
| 3.
Students will create and present a power
point presentation with one slide for
each event in correct order |
Story
recall Basic power point skills |
Basic
power point skills Communication
skills for presentation |
Real -
easy Imagined - some will be
uncomfortable speaking in front of class |
Student
could present to teacher one -on - one |
|
|
|
|
|
