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Theories & Factors That Affect Adult Learning |
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Ashley Coffman |
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Learner Factors Analyzing the student
learners is a means to identify the learner characteristics that will likely
impact the process and outcomes of the learning experience. |
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Factors |
Description |
Resource or Constraint |
Initial ideas for maximizing positive factors and
minimizing negative factors |
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+ |
- |
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Age/Academic Range |
28-71 |
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- |
Some teachers are "set in their ways" and not interested in using technology. Show teachers how easy it is to integrate technology. |
| Teaching Experience | 4-40 years |
+ |
Teachers know subject matter well. Promote expertise of veteran teachers through group discussion and collaborative work. | |
| Skill Level | Beginner to advanced |
+ |
Group technology-savvy teachers with technology-challenged teachers. | |
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Sex Distribution |
23 female, 5 male |
+ |
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n/a |
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Ethnic Diversity |
All Caucasian |
- |
Focus on the different educational experiences and personal backgrounds. | |
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Educational Level |
Mostly Bachelor's degrees; only 1-2 Master's degrees |
+ |
Recognize the wealth of knowledge through group discussion. Treat them as equals. |
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Disability or
Impairment |
Some ADD/ADHD |
- |
Engage the learners through hands-on activities, give short a short break every half hour. | |
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Developmentally
Appropriate |
Yes | Group teachers based on teaching experience, technology skills, and subject expertise. | ||
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Prerequisite
Knowledge |
Need strong background in mathematics; must know how to use TI Calculator |
+ |
Group teachers based on teaching experience, technology skills, and subject expertise. | |
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Related Experience |
Science, Technology |
- |
Many teachers only know what they teach and forgot the rest; group teachers according to their knowledge and experience. | |
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Perception of Role as
Student |
Most interested in professional growth |
+ |
Show enthusiasm for the material and their learning. | |
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Motivation for
Learning |
Various; some teachers eager to integrate technology while others are "set in their ways" |
- |
Stress the importance of enhancing curriculum through technology in order to motivate today's students. | |
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Attitude Toward
Subject |
Very positive - generally love teaching math |
+ |
Connect the material to their subject matter; make the learning relevant to what they teach. | |
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Expectations from
Course |
Learn new ways to integrate technology and connect mathematics to the real world. |
+ |
Ensure the material is relevant to their subject. | |
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Competitiveness |
Ranges from moderate to high; many want to teach upper-level math courses |
+ |
Use competitive drive to make learning fun and engaging. For those seeking upper-level courses, note that administration loves to see technology-integration. | |
| Stages of Integration | Wide range -- minimal integration to advanced. |
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Put material into easily digestible "bite-size chunks" in an effort not to overwhelm. | |
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Environmental Factors Analyzing the environment is a means to identify the issues that will impact the process of the design and production,
implementation, and outcomes of the learning experience. |
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Factors |
Description |
Resource or Constraint |
Initial ideas for maximizing positive factors and
minimizing negative factors |
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+ |
- |
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Design and Production Factors |
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Materials Required |
Handouts, Internet Explorer, TI Interactive, Microsoft Excel, DATADIR, DataMate |
+ |
Make sure all required software is installed on laptops and calculators prior to staff development. | |
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Production Equipment
Available |
Calculator-Based Laboratory w/ available sensors TI 83 Calculator Laptop |
+ |
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Know how to connect CBL to calculator and transfer data to the computer in advance to avoid problems during implementation. |
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Time for Design and
Production |
At least one month |
+ |
Schedule a time for a run-through to make sure all the kinks are worked out beforehand. | |
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Department Technology
Requirements |
Computer lab; reliable network/Internet connection
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+ |
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Implementation Factors |
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Class Size
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28 |
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Conduct multiple sessions and focus on applying technology to individual subjects. | |
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Class Period Length |
Two 1-hour sessions |
+ |
Break staff development into two sessions -- how to collect data and how to analyze data. | |
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Location |
Computer Lab |
+ |
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Make sure teachers know when and where to report. Email a reminder the day before. |
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Seating Arrangement
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Tables (4 participants per table) |
+ |
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Allow teachers to collaborate with teachers of various experience and technology skill level. Group teachers in advance to ensure diversity. |
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Lighting |
Fluorescent lighting |
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Can cause additional eye strain;
adjust monitor position to reduce glare, increase screen resolution, and
adjust brightness/contrast.
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Temperature
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Extremely cold |
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- |
Remind teachers to dress
appropriately for the lab (bring jackets, sweatshirts, etc.). |
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Noise |
Quiet working environment |
+ |
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Make presentation exciting and engaging to keep audience attention and interest (especially after a long work day). |
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Equipment
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Calculator-Based Laboratory w/ available sensors (3) TI 83 Calculators (28) Digital Projector (1) Laptops (30) |
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Since there are only 3 CBLs, hands-on activities will be limited with 28 participants. Purchase additional CBLs for school if budget allows or borrow CBLs from other high schools in the district for staff development. Upload collected data to individual calculators for analysis part. | |
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Technology Support
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Limited (only a LAN Tech) |
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- |
Have lesson ideas printed in the handout in case of network failure. |
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Outcome Factors |
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State
Requirements |
Meets TEKS Technology requirements |
+ |
Create a list with all technology TEKS for each math course so teachers are aware of the requirements. | |
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Employer Needs |
Meets TEKS Technology requirements |
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Invite administrators to the staff development. | |
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Co-Worker Needs
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Limited time and conflicts with extracurricular activities, i.e. coaching. |
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Make sure session is well-prepared and organized so it is time-efficient. Be considerate of time and conflicts. | |
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Student Needs
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Conflicts with tutoring sessions. |
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Possibly conduct staff development during part of conference periods (45 minutes) to avoid scheduling conflicts after school. | |
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Content Factors
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 prerequisite sub-topics, as well as the degree of
learning difficulty. |
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Main Topics |
Sub Topics |
Readiness to Learn |
Degree of Learning Difficulty |
Possible Instructional Strate |