| Factors
|
Description
|
Advantage
(+)
or Constraint
(-)
|
Initial
Ideas for Maximizing Positive Factors or Minimizing
Negative Factors |
| Age / Academic Range |
17-18 year olds
12th graders
|
+ |
|
Students will be starting their final year in high school and are preparing for college or careers. |
| Sex Distribution |
13 - Girls
13 - Boys |
+ |
|
Even distribution, shouldn't be
a factor. |
| Racial, Ethnic Diversity |
20- White
1 - Hispanic
5 - Black
0 - Asian
0 - Middle Eastern
|
+ |
|
This mixture is representative of our community and should not be a factor. These students will work in a similar racial distribution in their college or career choice
|
| Educational Level |
High School |
+ |
|
Students are ready to graduate and are cooperative in accomplishing assignments needed to pass |
| Disability or Impairment |
- 1-ADD
- 1-AHDH
- 1-Hearing Impaired
|
|
- |
Care will have to be taken to address the problems of the learning disabled students. AT may be necessary for the student with the hearing impairment.
|
| Developmentally Appropriate |
Students are ready to graduate high school and move into the real world |
|
- |
Sometimes "senioritis" sets in early and we must keep the students on task since this course is necessary to graduate. |
| Prerequisite Knowledge |
|
+ |
- |
Students will build on research skills learned in previous classes.
The students will build on the PowerPoint knowledge they have acquired in other classes.
Many students will be exposed to Inspiration for the first time. |
| Related Experience |
Students have done research in other classes. They have also prepared class presentations in other classes. |
+ |
|
Transfer knowledge from similar lessons in other classes. |
| Perception of Role as Student
|
The real world work atmosphere should appeal to these mature learners. |
+ |
|
Students should work well together to create a product for presentation. |
| Motivation for Learning |
Students know that this is a course required for graduation |
+ |
|
The students should enjoy the freedom to teach the class what they have learned. |
| Attitude Toward Subject |
Students do not understand the purpose of studying economics for future needs. |
|
- |
They will complete assignments simply to pass the class. |
| Expectations from Session |
Students will learn the basic foundations of subject material
|
+ |
|
The student will be able to explain the importance of this subject material and cite examples of their expectations. |
| Competitiveness |
Student will want their presentation to be correct and acceptable to others in the class. |
+ |
|
Students will get to see all the other presentations. |
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
|
N/A |
|
|
|
Materials Required
|
Students will need colored paper and markers to take notes, textbook |
+ |
|
Even senior students get excited about using color in their notes. |
Production Equipment Available
|
Laptop lab with internet access, MS PowerPoint, Inspiration, and printer access.
Laptop attached to projector for demonstration and
presentation. |
+ |
|
A laptop lab with 13 PC's all with internet access and software networked to a printer.
A Laptop connected to a LCD projector and a screen. |
Time for Research and Production
|
2 days |
+ |
|
One day will be used for research
Use remaining day to create presentation.
|
Technology Department Requirements
|
Teacher will need to check out the laptop lab |
+ |
|
All student's have internet permission |
| Implementation Factors: |
Class Size
|
1 class |
+ |
|
Laptop lab has 13 computers and can be brought into the Economics classroom |
Class Period Length
|
90 minutes |
+ |
|
Students will be given an example
schedule to use to help with time management. |
Location
|
Economics classroom |
+ |
|
Classes will meet in the regular classroom |
Seating Arrangement
|
Students will use the computers at their desks. Instructions will be given for computer safety.
|
+ |
|
Students are assigned a computer with a partner and will use the same computer both days. Teacher can easily monitor all the screens. |
Lighting
|
Lighting arrangement allows for
lights over projector screen to be turned off to darken
the screen |
+ |
|
Lighting can be adjusted as needed. |
Temperature
|
Thermostat is easily adjusted
to keep a comfortable temperature. |
+ |
|
Room is kept at a comfortable temperature. |
Noise
|
Door to classroom is closed, but students are allowed to talk quietly in their groups. |
+ |
|
Unnecessary sound is kept to a minimum. |
Equipment
|
All computer equipment is available
for use. |
+ |
|
More than sufficent equipment
available. |
| Technology Support |
Mentor (me) is available for all the classes. |
+ |
|
Technology support is available
throughout the lesson. The teacher will teach the actual
lesson. |
| Outcome Factors: |
| State Requirements |
TEKS for Economics |
+ |
|
TEKS are met. |
Employer Needs
|
N/A |
|
|
|
Co-worker Needs
|
N/A |
|
|
|
Student Needs
|
Proper equipment and Internet access |
+ |
|
Be sure that all equipment is functional and that there are no problems with the wireless access |
| Other Factors: |
Collaboration |
+ |
|
Students will need to understand group work expectations |