|
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 |
15-16 |
|
- |
individual
accountability, partners, grade |
| Sex
Distribution |
~50/50 |
|
- |
may choose partner |
| Racial,
Ethnic Diversity |
~3%
minority |
+ |
|
not
expected to play a role in this project |
| Educational
Level |
sophomores |
+ |
 |
these pre-ap
students are quite capable with basic skills necessary
for project |
| Disability
or Impairment |
dyslexia,
ADHD |
|
- |
partners, dynamic, interesting project, varied activities
throughout the lesson |
| Developmentally
Appropriate |
yes |
+ |
|
|
| Prerequisite
Knowledge |
research skills, English/grammar, internet |
+ |
|
typical
sophomores have intermediate research skills and are quite
adept at the internet |
| Related
Experience |
|
|
- |
video clip of
archaeologist talking about his job |
| Perception
of Role as Student |
capable,
motivated |
+ |
|
high
expectations, progress accountability |
| Motivation
for Learning |
interesting setup, technology, connection to real life
experiences |
+ |
|
interactive
websites, video clips, and the opportunity to learn more about
archaeology |
| Attitude
Toward Subject |
research |
|
- |
interactive
websites, quick one class period project, emphasis on creative
scenario |
| Expectations
from Session |
make
predictions based on history |
+ |
|
lesson is
early in year and skill will be practiced many times throughout
the year |
| Competitiveness |
very
competitive, but not expected to play much of a role in this
lesson |
+ |
|
|
| |
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. |
| Materials
Required
|
graphic
organizers, questions handout |
+ |
|
time
available for production should be adequate |
| Production
Equipment Available
|
Win98 lab, multimedia projector, document camera |
+ |
|
equipment
sufficient for project, digital video camera & capture device
will only be needed on a limited basis |
| Time
for Design and Production |
Several hours
for collaboration, began 4 wks before lesson |
+ |
|
plenty of
time available for planning |
| Department
Technology Requirements
|
none |
+ |
|
no
outside support needed |
| Implementation
Factors: |
| Class
Size
|
25 |
+ |
|
class size affords instructor more time with
individuals |
| Class
Period Length
|
90
minutes |
+ |
|
allows time to introduce, research, and respond all in one class
session |
| Location
|
classroom, lab |
+ |
|
two open computer labs are available for scheduling, classroom
has multimedia projector and document camera for introduction |
| Seating
Arrangement
|
desks, 3 comp
along 1 wall, 1 teacher computer |
|
- |
individual
desks fill up this relatively small room quickly, only the
introduction will be done in classroom then class will move to
computer lab |
| Lighting |
not
a factor |
|
|
|
| Temperature
|
high, usually
80+ degrees |
|
- |
use fans and
cross fingers that the A/C holds out |
| Noise |
not
a factor |
|
|
|
Equipment
|
4
computers in class,
30 computers in lab |
+ |
|
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 |
|
Movement |
move from
classroom to computer lab |
|
- |
computer
lab is short distance, anticipation should facilitate move |
| Outcome
Factors: |
| State
Requirements |
Integrated
TEKS 9-12 |
+ |
- |
many
requirements will be met with project |
Employer
Needs
|
Technology
Integration required by Principal |
+ |
|
project
will meet six-week requirements from Principal |
| Co-worker
Needs |
lab scheduling |
|
- |
reservations will be made early to avoid conflicts |
Student
Needs
|
some will
have difficulty with higher level thinking |
|
- |
partners
should help, knowledge that this is a beginning lesson to learn
new skills |
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. Understand the impact that geography played on the four
ancient river valley civilizations through investigations of
archaeological sites. |
Understand
the process and purpose of an archaeological dig. Compare and
contrast information gathered on the four ancient river valley
civilizations. |
Knowledge
of basic research skills and an ability to use Venn
diagram to compare and contrast. Hypothesize a scenario, analyze
relevant information, and extrapolate likely meaning. |
Real-Not
having prior knowledge about archaeology will need to be
addressed at the beginning of the lesson. The higher level
thinking involved in analyzing and synthesizing the information
may be difficult for some students. Imagined-There
could be a negative response to the "research" involved, but
should be minimized by the informal and quick deadline nature of
the project.
|
Multimedia
sources will be used to demonstrate aspects of
archaeology and the process of an archaeological dig.
Questioning will be used to help them analyze and draw
conclusions from the information they have gathered and
compared.
Partners will
be chosen by using brain-based research. Identifying analytical,
practical, and creative thinkers. Analytical and creative
thinkers or practical and creative will be paired for the
project. |
|
2. Predict what an archaeological dig of Carroll High School
5000 years from now might lead future archaeologists to conclude
about our civilization. |
Make
predictions about modern day society based on historical
information. Understand how current day geography, architecture,
tools, and technology available in 2004 impact our civilization
at Carroll High School. |
Interest
in archaeology and knowledge of their school culture and
society. |
Real-Applying
the methods used by archaeologists to predict to a future
event may be a difficult critical thinking exercise for some
students.
Imagined-They
may feel that more depth or breadth is required to complete
the assignment than the time allows. |
Questioning
will be used to help lead them to discover the application to
the future event. Example will be given to demonstrate what is
required. Pairing an analytical/practical with creative thinker
will be important and ensure success. |
