|
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.
|
Factors |
Description |
Advantage
or Constraint |
Initial
Ideas for Maximizing Positive Factors or Minimizing Negative
Factors |
+ |
- |
| Age
/ Academic Range |
14-15 |
|
- |
individual
accountability, cooperative teams, grade, choice |
| Sex
Distribution |
~50/50 |
|
- |
may
choose cooperative team members |
| Racial,
Ethnic Diversity |
~3%
minority |
+ |
|
not
expected to play a role in this project |
| Educational
Level |
freshmen |
+ |
 |
can
be immature, but also quite capable with basic skills necessary
for project |
| Disability
or Impairment |
dyslexia,
ADHD |
|
- |
choice,
cooperative teams, dynamic, active project, opportunity to move
about |
| Developmentally
Appropriate |
yes |
+ |
|
|
| Prerequisite
Knowledge |
research
skills, English/grammar, internet, word processing |
+ |
|
typical
freshmen have intermediate research skills and are quite adept
at the internet and word processing |
| Related
Experience |
research,
internet, some web editing |
+ |
|
emphasize
concentration on solving problem and skills that need growth |
| Perception
of Role as Student |
capable,
motivated |
+ |
|
high
expectations, progress accountability |
| Motivation
for Learning |
topic
choice, different, technology, personal connection |
+ |
|
break
from vocabulary and grammar routine, opportunity to learn more
about what drew them to the French language |
| Attitude
Toward Subject |
research
group work
|
|
- |
choice
of topic, individual responsibility, alternative presentation |
| Expectations
from Session |
cultural
TEKS
web editing |
+ |
|
opportunity
to work with technology that some students might not otherwise
experience, break from vocabulary and grammar routine |
| Competitiveness |
very
competitive |
+ |
|
web
site will be published, grade, peer group accountability |
| |
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. |
| Factors |
Description |
Advantage
or Constraint |
Initial
Ideas for Maximizing Positive Factors or Minimizing Negative
Factors |
| + |
- |
| Design
and Production Factors: |
Budget
Available
|
none |
+ |
|
No
money needed. Yahoo! |
Materials
Required
|
template,
rubric |
|
- |
opportunity
for instruct. tech. to help teacher feel more comfortable with
web editing, rubric and other progress assessments will be important
to keeping students on task |
Production
Equipment Available
|
Win98
lab, MS FrontPage, headsets w/microphones, digital video camera
& capture device |
+ |
|
equipment
sufficient for project, digital video camera & capture device
will only be needed on a limited basis |
Time
for Design and Production
|
7,
90-minute classes |
+ |
|
not
usually afforded this much time for projects, should be sufficient
time for students to engage in content and improve tech skills |
Department
Technology Requirements
|
none |
+ |
|
no
outside support needed |
| Implementation
Factors: |
Class
Size
|
21 |
+ |
|
relatively
small class size affords instructors more time with groups and
individuals |
Class
Period Length
|
90
minutes |
+ |
|
length
of class allows time to explore solutions, research, and produce |
Location
|
classroom,
library, lab |
+ |
|
two
open computer labs are available for scheduling, classroom has
six computers, librarian will assist with selection of credible
websites and internet searching |
Seating
Arrangement
|
tables,
5 comp along 1 wall |
+ |
|
tables
may be moved easily to facilitate group work, computer area
is cramped but access is not always available in other rooms |
Lighting
|
not
a factor |
|
|
|
Temperature
|
not
a factor |
|
|
|
Noise
|
not
a factor |
|
|
|
Equipment
|
6
computers in class,
30 computers in lab
12 computers in library |
+ |
|
students
should have ample access to necessary equipment during class
and before and after school hours |
| Technology
Support |
Instructional
Technologist and Tech. Assistant |
+ |
|
will
have plenty of curricular and technical support |
| Outcome
Factors: |
| State
Requirements |
Integrated
TEKS 9-12 |
|
- |
limited
requirements will be met with project |
Employer
Needs
|
Technology
Integration required by Principal |
+ |
|
project
will meet semester requirements from Principal |
Co-worker
Needs
|
library
and lab scheduling, sharing print materials with another French
class |
|
- |
some
sharing of resources is necessary, reservations will be made
early to avoid conflicts |
Student
Needs
|
web
design and editing skills will need to be taught/learned for
most students |
|
- |
cooperative
teams will help, instruct. tech will be available for students
and to provide guidance and support for instructor |
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 (Prerequisites Mastered) |
Degree
of Learning Difficulty (Real / Imagined) |
Possible
Instructional Strategies to Reduce or Manage Learning Difficulty |
| 1.
Develop a deeper understanding of cultural aspects of France
that drew them to study the language. |
Find
and cite credible, reliable print and internet resources. Paraphrase,
summarize and include relevant graphics, sound, and video clips
to accurately present information. |
Knowledge
of basic research skills and an awareness of why they
were drawn to study French. |
Real-They
need to understand criteria for selecting credible resources
and need practice in determining and correctly citing those
sources.
Imagined-They may feel a bit lost and
overwhelmed at the choices and open-endedness of this project
because of a perceived lack structure, but this will soon
be overcome.
|
The
strategy will be to demonstrate criteria for selecting
credible resources and allow them practice in applying the criteria.
Questioning will be used to help them apply and hone
their negotiating, collaborating, and problem-solving skills. |
| 2.
Process information on a region of France and its various cultural
aspects and traditions. |
Find
and cite credible, reliable print and internet resources. Paraphrase,
summarize and include relevant graphics, sound, and video clips
to accurately present information. |
Knowledge
of basic research skills. Interest in
cultural aspects of France that a foreign exchange student would
need/want to know. |
Real-They
need to understand criteria for selecting credible resources
and need practice in determining and correctly citing those
sources.
Imagined-They
may feel a bit lost and overwhelmed at the choices and open-endedness
of this project because of a perceived lack structure, but
this will soon be overcome. |
Questioning
will be applied to heighten their awareness of what integration
is and how they could modify their curriculum to meet this need. |
| 3.
Synthesize information into a well-designed comprehensive website
format. |
Practice
basic web editing skills. Use established criteria for effective
web design. |
Basic
technology knowledge and skill level (K-8). |
Real-They
will synthesize their cooperative team research and apply new
knowledge of web design and editing to present a comprehensive
website. |
Direct
teaching of web editing skills and web design criteria.
Collaboration between team members will allow those with
technology strengths to support those with fewer skills. |
