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 |
25 - 60 |
+ |
. |
Collaboration will allow more seasoned teachers and those with less experience to share ideas. |
| Attitude Toward Topic |
Some may be skeptical of the effectiveness of the strategy |
. |
-
|
Try to anticipate most of their concerns and address them at the beginning and assure them they will leave with a wealth of ideas to take back to the classroom. |
| Developmentally Appropriate |
All consistent with age |
+ |
.
|
Have step by step handouts and do a consensogram to assess their prior knowledge. |
| Disability or Impairment |
mobility impairment |
. |
-
|
Provide appropriate seating and workspace |
| Educational Level |
Bachelors - Doctoral |
+ |
.
|
Allow time for sharing |
| Expectations from Workshop |
Ability to provide higher quality writing instruction |
+ |
.
|
Include expectations in consensogram and be sure that the promo for the class is clear and concise |
| Motivation for Learning |
District required writing initiative |
+ |
. |
Offer as part of the district stipend program |
| Perception of Role as Student/Learner |
Most are very willing learners |
+ |
. |
Offer encouragement and support |
| Prerequisite Knowledge |
Knowledge of the writing TEKS
and BISD curriculum |
+ |
. |
Include how this workshop will assist higher student achievement |
| Racial, Ethnic Diversity |
90% Caucasian |
. |
- |
Discuss different perspectives |
| Related Experience |
Writing Teachers |
+ |
. |
Capitalize on their common goals of producing better writers. |
| Self-Esteem |
Usually high |
+ |
. |
Watch for any negative comments and offer support |
| Sex Distribution |
Predominately female |
. |
- |
Consider gender bias in planning |
| Willingness to Collaborate |
usually highly |
+ |
. |
Encourage collaboration and plan collaborative activities |
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
|
some |
+ |
. |
District will provide since it is a district initiative |
Materials Required
|
Teacher manuals, Write Trait Kits, Post It Notes, chart paper, computer, projector |
+ |
. |
Order early, collect materials before hand |
Production Equipment Available
|
Computer, PowerPoint, MS Word, scanner |
+ |
. |
Prepare Powerpoint ahead of time to allow for practice. |
Time for Design and Production
|
Two days |
+ |
. |
Prepare PowerPoint, hook up equipment in plenty of time to call technology if there is a problem |
Department Technology Requirements
|
support in case of equipment failure |
+ |
. |
Notify technology in advance of the workshop |
| Implementation Factors: |
Class Size
|
30-50 adults |
+ |
. |
Use grouping to maximize participation |
Class Period Length
|
2 Six hour workshops or 6 two hour workshops |
. |
- |
Offer both situations to accommodate teacher needs |
Location
|
District Staff Development room or Board Room |
+ |
. |
Reserve rooms 3+ weeks in advance |
Seating Arrangement
|
grouped at tables |
+ |
. |
Use a room already in this arrangement, such as a library, staff development room, or the board room. |
Lighting
|
room lighting |
+ |
. |
. |
Temperature
|
comfortable |
+ |
. |
Notify maintenance so air will be at appropriate temperature |
Noise
|
NA |
+ |
. |
. |
Equipment
|
computer, projector, overhead |
+ |
. |
Reserve equipment early and set up in time for practice |
| Technology Support |
support in case of equipment failure |
+ |
. |
Notify technology in advance of the workshop |
| Outcome Factors: |
| State Requirements |
More effective teaching of TEKS |
+ |
. |
State the TEKS covered in the overview. |
Employer Needs
|
Improve writing for TAKS improvement |
+ |
. |
Explain how implementation will improve student writing |
Co-worker Needs
|
Collaboration, Consistency between grade levels |
+ |
. |
Emphasize importance of consistent strategies and how teachers can support each other |
Student Needs
|
Same strategies across the grade levels and a better understanding of the writing process |
+ |
. |
Emphasize importance of consistent strategies |
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 requisite 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 Know and comprehend the methodology of the Six Traits of Writing and be able to apply these instructional strategies in the classroom |
Learn the Six Traits
Be involved in activities using each traits
|
Have an understanding of students
Background in various instructional strategies
|
very easy
Imagined- muddled minds could make it more difficult to learn how to implement
|
Modeling the activities
Using effective presentation skills
Using engaging activities
Present using PowerPoint
|
| 2 Understand why and how they’re going to use literature in teaching the Six Traits of Writing |
Analyze the writing of good writers
Listen and interact with the reading of a well written book
Identify and discuss the writing qualities of each trait
|
Reading skills
Ability to recognize good writing
|
very easy
Imagined - teaching older students... the teacher might think that the students will not respond well to strategy of using these books
|
Modeling the use of literature in a variety of ways addressing each of the Six Traits
Model use of a book with content that appeals to older students or applies to a content area
Find a book in a digital format to use
|
