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 |
22 - 60 |
+ |
 |
Have them
discuss their experiences, over the
years, in dealing with standardized
testing and actions educators can take
to help improve student performance |
| Sex Distribution |
Male/Female |
+ |
|
Address
analyzing test items for gender bias
and writing non biased writing prompts |
| Racial, Ethnic Diversity |
Black,
Caucasian, Hispanic, Asian |
+ |
|
Address
analyzing test items for racial,
ethnicity bias and writing non biased
writing prompts |
| Educational Level |
Bachelors,
Masters |
+ |
|
Draw upon
their knowledge of best writing
practices and how to improve student
writing |
| Disability or Impairment |
Low Vision |
+ |
|
Address
student disabilities and discuss
modifications the teacher can
implement to address these. Have model
examples of modifications for various
disabilities |
| Developmentally Appropriate |
All consistent with age |
+ |
|
Address
the need for all teachers to be
involved in the process of improving
student achievement on high stakes
testing |
| Prerequisite Knowledge |
TEKS and
TAKS relationship
|
+ |
|
Have them
draw upon their knowledge of the
relationship between their TEKS and
the TAKS. Relate that reading and
writing affect all areas. |
| Related Experience |
Use of
GradeSpeed, Excel and previous writing
experience |
+ |
|
Have them
draw upon their experience in using
Gradespeed to record and access
student data and relate to Schoolnet
for accessing data. Discuss their own
writing experiences. |
| Perception of Role as Student |
Many
teachers will be interested in how
they can help improve writing scores,
but some will not see how they are
connected to this effort because of
what they teach |
+ |
- |
Discuss
the ways that all teachers can be
involved in the writing effort.
Provide examples and discuss ways that
physical education, fine arts and
other curricular areas can implement
this |
| Motivation for Learning |
Improve
student scores on TAKS |
+ |
- |
Have the
departments formulate goals for
improving TAKS writing scores |
| Attitude Toward Subject |
Some
eager, some passive and some reluctant
learners |
+ |
- |
Work with
the departments to develop writing
opportunities for students in their
curriculum |
| Expectations from Session |
They
expect to take away skills and
knowledge that they will be able to
apply directly in their classrooms and
they expect ongoing support |
+ |
|
Provide
extra hand outs and sessions on using
Schoolnet to pull student data. Ensure
that every department has practiced
the six +1 writing traits and has
developed writing opportunities.
Provide ongoing support during
conferences and after school |
| Competitiveness |
Yes, highly among learners |
+ |
|
Offer
continuous support and facilitation to
departments who would like to develop
this further. |
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 |
+ |
|
Time is
allotted in the staff development
calendar for these sessions, all
equipment is on hand |
Materials Required
|
Internet
connected computers with MS Office;
Six +1 writing traits hand out;
Schoolnet handout; TAKS Scores
handout; Subject
Curriculum |
+ |
|
Have them
bring their individual curriculum.
Conduct the workshop in the Teacher
Technology Resource Center computer
lab. |
Production Equipment Available
|
Internet
connected Computer; MS Office; CTX
PRojector |
+ |
|
Have all
equipment and resources available and
in working condition |
Time for Design and Production
|
three
staff development sessions and three
weeks working with department
Instructional Leaders |
|
- |
Week 1:
Have them pull student data and
look at objectives students were weak
on. Analyze their curriculum for
writing opportunities.
Week 2: Have them learn and present
their knowledge of the six +1 writing
traits. Analyze student writing
samples. Go back to their departments
and work on developing writing
opportunities. Week 3: More practice
on using the six +1 writing traits to
analyze student writing samples.
Present what the departments have
designed for writing opportunities.
|
Department Technology Requirements
|
Department
Instructional Leader will provide
ongoing assistance to teachers on
using Schoolnet, analyzing student
writing samples and implementing
writing in their curriculum |
|
- |
Ensure
that Instructional Leaders are well
trained in using Schoolnet, exporting
to Excel, and in using six +1 writing
traits |
| Implementation Factors: |
Class Size
|
Several
sessions, during conferences,
consisting of between 7 and 14 people |
+ |
- |
Many
departments and subject areas have
common conference periods, but some do
not. Ensure that we continue to work
with the Department Instructional
Leaders during their weekly meetings
to continue their work |
Class Period Length
|
Three-45
minute sessions, three departmental
meetings plus collaborative work time |
+ |
- |
Ensure
that each session is well organized
and that the goals for the department
are clear. Ensure continued support
during the week. |
Location
|
Teacher
Technology Resource Center (TRC) and
Departmental areas |
+ |
|
Teachers
are comfortable with the TRC and each
department has access to working
internet connected computers |
Seating Arrangement
|
NA |
+ |
|
NA |
Lighting
|
NA |
+ |
|
NA |
Temperature
|
NA |
+ |
|
NA |
Noise
|
NA |
+ |
|
NA |
Equipment
|
NA |
+ |
|
Available
in the TRC, departmental areas and in
their classrooms |
| Technology Support |
Educational
Technology Specialist, and Curriculum
Specialists are well trained on
Schoolnet, Excel and Powerpoint |
+ |
|
Specialists
are available on campus |
| Outcome Factors: |
| State Requirements |
TAKS for
all students
Accountability for all Educators
|
+ |
|
Address
state and national requirements for
TAKS and NCLB |
Employer Needs
|
Quality
writing opportunities across the
curriculum and all educators know and
implement six + 1 writing |
+ |
- |
Everyone
understands the requirements of TAKS
and NCLB, however we need to work with
teacher buy-in to the effort across
the curriculum. Work with the
specialists to develop trusting
mentoring relationships with the
departments and teachers. |
Co-worker Needs
|
Quality
writing opportunities created and
embedded into their curriculum |
+ |
|
Be
available to help Instructional
Leaders and teachers as they develop
these |
Student Needs
|
Time,
equipment, resources and support to
meet their goal |
+ |
|
Ensure
that all are available and working
properly |
| |
|
|
|
|
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. Use
Schoolnet to access and pull student
data on TAKS testing, export to Excel
and analyze the data by objective |
Learn how
to log in, and maneuver through the
Schoolnet Screens. Learn how to pull
student data on TAKS by objective.
Learn how to Export and arrange the
data in Excel. |
Knowledge
and skill in using the computer to
access and use Gradespeed. Knowledge
of TAKS. Knowledge of capablities of
Excel. |
Real-they
will have to learn how to maneuver
through Schoolnet, They may never have
used Excel to organize and analyze
data
Imagined-Med-high until
they go through the process of
accessing and pulling the data and
exporting and arranging the data
|
Provide a
handout with screenshots and
directions for using Schoolnet and
exporting to Excel.
Provide demonstration and walk
around and provide one-on-one support
as they pull the data
|
| 2.
Understand and implement Six +1
Writing Traits strategies in their
curriculum |
What are
the six traits? How are the traits
evaluated? What are teaching
strategies to improve each trait? What
quality writing opportunities can I
provide my students in my
curriculum? |
Previous
knowledge and skill in writing.
Knowledge of their own curriculum |
Real-They
will need to learn the six +1 traits,
and the writing evaluating rubric
Imagined-They may feel
that "I am not a writing
teacher" and that perhaps they
lack skill in helping to improve
student writing
|
Provide
ample time for them to explore six +1
traits and have them collaboratively
create a presentation on it. Give them
ample time and support to analyze
student writing samples and to develop
quality writing opportunities in their
curriculum |
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