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 |
|
- |
Some students might not have
developed the fine motor skills needed to generate more
complex tessellations using the Paint program. Provide
time to practice. Encourage simple "nibbles"
in first attempts. |
| Sex Distribution |
M/F |
+ |
|
|
| Racial, Ethnic Diversity |
Mostly, Caucasian,
Some Black, Pakistani, Asian |
+ |
|
|
| Educational Level |
4th grade |
|
- |
Students will need opportunities
to explore tessellations using paper and scissors prior to
creating them in Paint. |
| Disability or Impairment |
Dis-graphia |
|
|
No writing is involved, but if
lack of fine-motor control is a hindrance, encourage
creation of tessellation that isn't complex. |
| Developmentally Appropriate |
Appropriate as extension activity
following adequate instruction in geometric transformations. |
+ |
|
Step-by-step modeling, following
detailed, easy to read instructions. Allow extended time
period for students to create and "rework" their
tessellations. |
| Prerequisite Knowledge |
Geometry concepts (transformations)
|
+ |
|
Prior lessons on geometric
transformations (slides, rotations, flips) in which students
create tessellations from paper squares. |
| Related Experience |
Prior experience using the Paint
program |
+ |
|
Teacher will need to make sure
students are familiar with the program and have experience
using it. |
| Perception of Role as Student |
Eager learners |
+ |
|
Allow plenty of time for students
to create their tessellation |
| Motivation for Learning |
Enjoy technology use
Enjoy this opportunity to be creative with math concepts. |
+ |
|
|
| Attitude Toward Subject |
Postive |
|
|
|
| Expectations from Session |
Some students will be frustrated
during their first efforts to produce tessellations,
though all will enjoy the activity. |
|
- |
Offer encouragement and positive
reinforcement. Provide plenty of time for the activity. |
| Competitiveness |
Very competitive |
|
- |
Students should be encouraged to
think creatively and analytically. They should also be
reminded that accurate simple tessellations are more desirable
than inaccurate complex ones. |
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
|
Handouts, pattern blocks, construction paper, scissors,
glue, markers for initial teaching.
Photographs of tessellations.
|
+ |
|
Teacher will created simplified
step-by-step instructions |
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
|
2 class periods. |
+ |
|
Provide time in classroom for
students who do not finish. |
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 |
|
- |
Have a signaling system so
students who need help can get teacher's attention. |
Class Period Length
|
45 minutes/day |
+ |
|
Brief introduction using
presentation station, modeling. |
Location
|
Computer Lab |
+ |
|
|
Lighting
|
NA |
+ |
|
NA |
Temperature
|
NA |
+ |
|
NA |
Noise
|
NA |
+ |
|
|
Equipment
|
25 Windows XP machines with Internet
access |
+ |
|
|
| Technology Support |
Elementary Instructional
Technologists |
|
- |
Ask for assistance where necessary |
| Outcome Factors: |
| State Requirements |
TA TEKS 3-5
Math TEKS, grade 4 |
+ |
|
|
Employer Needs
|
CISD Mission Statement |
+ |
|
"challenging education for
all students" |
Co-worker Needs
|
NA |
+ |
|
|
Student Needs
|
Creative expression of math
concepts and relationship to real world. |
+ |
|
|
| 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 perquisite 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 |
| Geometry |
1. Identifying polygons.
2. Identifying and demonstrating geometric
transformations.
3. Identifying examples of symmetry.
4. Explaining what a tessellation is.
5. Identify real-world examples of tessellations.
6. Create tessellations.
7. Comparing and contrasting of shapes,
tessellations, etc.
|
Students come to 4th grade with
understanding of basic geometric concepts and terms.
They are able to understand geometric transformations and
apply this knowledge as they create tessellations. |
Some students will experience
difficulty (real). |
Provide opportunities to use
concrete objects (pattern blocks, paper shapes, etc.) during
concept development.
Create first tessellations with paper and scissors.
|
