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Analyzing Student Learners
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Factors
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Description
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Advantage or
Constraint
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Initial Ideas for
Maximizing Positive Factors or Minimizing Negative Factors
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Age / Academic
Range
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8-9 years / 3rd Grade
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+
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NA
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Sex Distribution
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10 Females, 13 Males
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+
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NA
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Racial, Ethnic Diversity
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2 Native Americans, O Asians, 14 African Americans, 1 Hispanic,
30 White
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+
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NA
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Educational Level
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Tend to be 1st – 5th
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+
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Support changes necessary for differentiated learning. Vary group
members to form a good mix.
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Disability or Impairment
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Primary Disability:
1 OHI 3 SI
1 MR 0 AU
0 ED
3 LD
Secondary Disability
2 SI
5 In Speech Therapy
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-
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Address how these disabilities affect the students learning and
development and what environment would work best to reach this learner?
There are 15 with disabilities out of 23 students, assess the needs to
address accessibility and the disabilities encountered in this class.
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Developmentally Appropriate
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Wide
Range
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+
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In the group session a need to facilitate a wide range of
individual needs all at the same time and know that they all are
capable of comprehending the content and skills that might be directed.
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Prerequisite Knowledge
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Communication Skills, Basic Computer Skills, Excel & Data
Logging Software
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+
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Practice all skills prior to introducing lesson.
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Related Experience
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To their needs of survival.
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+
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Have them provide experiences that relate to what we need to grow
and stay alive. Ask questions about different situations they could get
in? What would they need to survive?
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Perception of Role as Student
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Students see themselves as part of a group of information
gatherers. They each have a responsibility to create learning.
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+
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Students must understand that they will collect data about their
plant’s changes in different environments.
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Motivation for Learning
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The use of the probes and their curiosity about all the different
ways to use them.
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+
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Make sure students have instruction on how to use the probe
software before the project begins.
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Attitude Toward Subject
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Creative investigators and explorers
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+
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Holding a plant that has been well taken care of and ask:
Can anybody tell me what it takes to make this?
What do you think is needed for a plant to grow?
What do you think photosynthesis is?
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Expectations from Course
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To gain knowledge about plants and their needs for survival.
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+
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Two days before the session, have them write down what they want
to gain from this collaborating experience. What do they want as a
result?
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Competitiveness
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Yes, highly among learners
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-
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Each one will want to be the one to use the probes so the roles will
rotate each time we engage in the experiment.
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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
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Factors
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Description
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Advantage or
Constraint
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Initial Ideas for
Maximizing Positive Factors or Minimizing Negative Factors
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Design and Production Factors:
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Budget Available
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NA
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-
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Budgeting of time will be a big issue. Coordination each day of
use of the computer lab and the limited amount of probes.
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Materials Required
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Computers, Excel, Data loggers, plants in pots
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+
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Have the Materials Handler, pick up
assigned materials for their team.
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Production Equipment Available
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Probes Kit and everything that goes with it
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+
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Have them bring all the presentation materials that they already
have developed such as PowerPoint, VCR tapes, etc.
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Time for Design and Production
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three weeks
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-
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Have them focus on just one investigation at a time that they
would like to work on complete it before starting a new one.
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Department Technology Requirements
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Installation of Probe software in lab and on teacher’s
computers in classroom. Lab assistant available to assist class.
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-
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Ensure that the educator has been trained to use the probes and
has tried out the program before presenting the lesson. Have them
demonstrate how it works to me. Check for possible problems.
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Implementation Factors:
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Class Size
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13 to 23
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+
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Start off with class discussion. Divide into 4 groups.
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Class Period Length
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1 hour sessions for two weeks. Some in lab for 1hour.
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-
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Have them focus on just one investigation at a time.
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Location
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Classroom and computer lab
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+
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Students are use to classroom & lab management strategies.
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Seating Arrangement
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NA
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+
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NA
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Lighting
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One plant will be placed in dark closet others in sunlight
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+
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The plants need to be set up one week prior to doing the lesson.
Labeled and digitally photographed before being put into its controlled
environment.
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Temperature
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NA
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+
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NA
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Noise
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Engaged learning will be more noisy
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Be sure to shut the door.
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Equipment
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Camera, plants in pots, probes and software, computers
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+
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Have assigned team member handle materials.
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Technology Support
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Educator and student training
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-
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Ensure that the lab is available for days of use. Make sure
equipment is functional.
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Outcome Factors:
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State Requirements
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TA TEKS 3rd grade
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+
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Create a checklist of requirements. Check off ones that apply
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Employer Needs
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Technology integration
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+
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Use technology as scaffolding
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Co-worker Needs
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Technology instruction and motivation
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+
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Post pictures of students during investigations so others can see
the engaged students.
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Student Needs
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Prior training of use of probes and associated technology
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+
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Have computer teacher do simple demonstrations of the use of
probes. Allow students to have hands on experience to build confidence.
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Other Factors:
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Students with disabilities need assistance.
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-
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Have teacher and others assist them during computer lesson demos
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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 pre-requisite sub-topics, and
degree of learning difficulty
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Main Topics
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Sub-Topics (What Is
Involved In Learning Each Main Topic?)
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Readiness To Learn
(Prerequisites Mastered)
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Degree of Learning
Difficulty (Real / Imagined)
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Possible Instructional
Strategies to Reduce or Manage Learning Difficulty
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1. Identify the four needs of plants for survival and proper
growth.
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Plant needs:
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Students have learned to use a word processor to journal
experiences. Students know how to work in cooperative groups.
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Real-High degree since they are using critical thinking
skills to formulate questions for discovery.
Imagined-High degree until shown and understood on
what to look for.
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The strategy will be to demonstrate and discuss features
of plant growth and needs within varying environments. Questioning
will also be used to heighten their awareness of the issues and direct
the learning experience in the right direction.
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2. Gain skills and confidence in using scientific measurement
tools, probes as well as charts and spreadsheet software to represent
and analyze data.
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- Research
and plan condition to place plant in for demonstration of
assumptions.
- Test
under these new conditions
- Analyze
data
- Draw
conclusions
- Share
with class
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Basic technology knowledge and skills (K-5) and Learner factors
such as developmentally appropriate and diverse needs
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Real-They will synthesize their new knowledge of plants into a hypotheses.
Imagined- they are very comfortable with all
technologies.
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Questioning will be applied throughout to heighten their
awareness of plant needs.
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3. Work in groups to discuss and share ideas about observations
during plant investigation and scientific inquiries.
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Elect group roles
Discuss plan
Research
Test condition
Write down observations
Share and discuss findings together
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Articulates their needs as a learner. Use skills of inquiry and
time management skills.
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They should have no learning difficulty here.
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Teacher ask Questions for clarification. Students record
questions to discuss and give everyone a copy.
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