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 |
|
- |
Provide instruction, numerous
modeling experiences, and examples of good writing (both
teacher-produced and from literature) |
| Sex Distribution |
M/F |
|
-
|
Allow students opportunities to
brainstorm writing topics of interest to those (usually boys)
who are reluctant to write. |
| Racial, Ethnic Diversity |
Mostly, Caucasian,
Some Black, Pakistani, Asian |
+ |
-
|
Encourage students to write on
culturally diverse topics. |
| Educational Level |
4th grade |
+ |
|
|
| Disability or Impairment |
Disgraphia |
|
- |
Provide computer access for
pre-writing as well as finished product. |
| Developmentally Appropriate |
Consistent with age |
+ |
|
Provide modeling of good writing
habits and skills. |
| Prerequisite Knowledge |
Ability to write with strong sentence structure
Word Processing
|
+ |
|
|
| Related Experience |
No prior knowledge of
www.MyBrochureMaker.com
and
www.MyNewsletterMaker.com |
|
- |
Provide step-by-step instructions
and sample of each. |
| Perception of Role as Student |
Willing Writers |
+ |
|
|
| Motivation for Learning |
Enjoy technology use Using the
computer is perceived as making the writing easier. |
+ |
|
|
| Attitude Toward Subject |
Because of they find it easier to
write, most of the girls will have a favorable attitude toward
writing while the boys are less motivated. |
+ |
- |
Brainstorm for topics all students
will find interesting. Allow choices of topics. |
| Expectations from Session |
Learn to
www.MyBrochureMaker.com |
+ |
|
|
| Competitiveness |
Very competitive |
+ |
|
|
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 |
+ |
|
|
Materials Required
|
Sample Products
Instructional handouts for using the 2 websites
Books and other printed materials for sample literature.
Rubric
|
+ |
|
Add clipart, etc. to handouts for
interest. |
Production Equipment Available
|
Windows XP lab, projection device,
SmartBoard, classroom computers
classroom presentation station |
+ |
|
Demonstrate as much as possible
before going to the lab. |
Time for Design and Production
|
1 week |
+ |
|
|
Department Technology Requirements
|
Sign-up for the lab |
|
- |
Allow enough time for project to
be completed in the lab. |
| Implementation Factors: |
Class Size
|
20-22 |
|
- |
Utilize cooperative grouping |
Class Period Length
|
45 minutes/day |
+ |
|
Brief introduction using
presentation station, modeling, mini-lessons and time for work. |
Location
|
Pre-writing in Classroom
Production in Computer Lab |
+ |
|
Schedule enough days in the lab to
complete the actual newsletters or brochures. |
Lighting
|
NA |
+ |
|
NA |
Temperature
|
NA |
+ |
|
NA |
Noise
|
Hall noise |
|
- |
Play quiet music in classroom |
Equipment
|
25 Windows XP machines with Internet
access |
+ |
|
|
| Equipment |
2 older computers in the classroom |
|
- |
Send students to library? |
| Technology Support |
Elementary Instructional
Technologists |
|
- |
Ask for assistance where necessary |
| Outcome Factors: |
| State Requirements |
TA TEKS 3-5
Language Arts TEKS, grade 4 |
+ |
|
|
Employer Needs
|
Differentiated learning |
+ |
|
|
Co-worker Needs
|
Collaborative planning |
+ |
|
|
Student Needs
|
Creating a Brochure/Newsletter |
+ |
|
|
| Other Factors: |
|
|
|
|
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 |
| Trait 1 - Sentence Fluency |
- Use specific words for transitions
- Simple vs. complex
- Make connections between thoughts
|
Learners come to 4th grade ready
to learn the six traits. |
Some students may experience
difficulty. |
Modeling Providing numerous
examples
Direct instructions in mini-lessons. |
| Trait 2 - Organization |
- Include beginning, middle, and end
- Choose structure to match main idea
|
Learners come to 4th grade ready
to learn the six traits. |
Some students may experience difficulty. |
Modeling Providing numerous
examples
Direct instructions in mini-lessons. |
| Trait 3 - Ideas |
- Brainstorming
- Supporting details
- Holding reader's attention
|
Learners come to 4th grade ready
to learn the six traits. |
Some students may experience
difficulty. |
Modeling Providing numerous
examples
Direct instructions in mini-lessons. |
| Trait 4 - Conventions |
- Grammar
- Spelling
- Punctuation
- Capitalization
|
Learners come to 4th grade ready
to learn the six traits. |
Some students may experience
difficulty. |
Modeling Providing numerous
examples
Direct instructions in mini-lessons.
|
| Trait 5 - Voice |
- Emotions
- Speaking to reader
|
Learners come to 4th grade ready
to learn the six traits. |
Some students may experience
difficulty. |
Modeling Providing numerous
examples
Direct instructions in mini-lessons.
|
| Trait 6 - Presentation |
- Handwriting
- Overall appearance
- "White space" and complimentary colors in document
|
Learners come to 4th grade ready
to learn the six traits. |
Some students may experience
difficulty. |
Modeling Providing numerous
examples
Direct instructions in mini-lessons. |
| Use
www.MyBrochureMaker.com
to create a brochure or
www.MyNewsletterMaker.com to create a newsletter. |
- Basic design elements for publications (white-space, for
example.)
- Steps for using the program.
|
Students will have had experience
accessing web sites, using the keyboard, saving, etc. |
Some students might have mild
difficulty. |
Use data projector to demonstrate.
Show sample products. |
|
|
|
|
|
