Theories and Factors that Affect Student Learning
|
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.
|
Factor
|
Description
|
Positive or Negative
|
Initial ideas for Maximizing positive factors or Minimizing Negative Factors
|
| Age/Academic Range |
12/13 7th grade |
Negative |
Individual accountability, cooperative group,
grade |
| Sex Distribution |
~50/50 |
Negative |
Offer choices for teams |
| Racial, Ethnic Diversity |
~15% minority |
Negative |
Can be a problem if there is perceived racism,
or if student is difficult to understand (ESL) |
| Educational Level |
7th grade |
Negative |
Immature, talkative |
| Disability or Impairment |
ADD, ADHD, LD, BD |
Negative |
Opportunity to move about, opportunity to choose strong
partner/group |
| Developmentally appropriate |
Yes |
Positive |
Opportunity to learn more about themselves. |
| Prerequisite Knowledge |
Body system information, research skills, word
processing |
Positive |
Most of our students are capable of using
Internet and Word |
| Related Experience |
Research, Internet
Ability to organize information |
Positive |
Need to emphasize the skills that will allow
them successful completion of project |
| Perception of Role as Students |
capable, motivated |
Positive |
High expectations of completed project |
| Motivation for Learning |
Chance to learn new program, application to real
world |
Negative |
Students will not have a choice to do the
project; will have to emphasize the real world applications |
| Attitude Toward Subject |
Body Systems
Research, group work |
Negative |
Emphasize individual responsibility; importance in terms of knowing how ones body
works |
| Expectations from Session |
Body Systme
Related Science TEKS
Access Database |
Positive |
Students enjoy working with computers and doing something different provdies opportunity to think outside the box a little. |
| Competitiveness |
Not very competitive |
Negative |
Encourage students to learn more about how the
body systems work together as well as the application and how to use the
program…all projects will look the same basically (no real creative aspect) |
Environmental Factors
|
Analyzing
the student learners is a means to identify the the issues that will
impact the (a) process of the design and production, (b)
implementation, and (c) outcomes of the learning experience.
|
Factor
|
Description
|
Positive or Negative
|
Initial ideas for Maximizing positive factors or Minimizing Negative Factors
|
Design and Production Factors
|
| Budget Available |
None needed |
Positive |
We don’t have any $$ so it’s good we don’t need
any! |
| Materials Required |
Rubric, Instructions |
Negative |
Instructional Technologist will assist teacher
in learning Access before students; Rubric and instructions to keep students on
task |
| Production |
Computers; MS Access |
Negative |
Until a lab is available or until student ebook
lap tops are issued access to computers for the class is significantly limited |
| Time for Design and Production |
2,
45-minute class periods, maybe
3 |
Negative |
TAKS push and lack of computers could interfere
with ability to allow time needed to complete project. |
| Department Technology Requirements |
None |
Positive |
Integration Specialist assist if needed. |
Implementation Factors
|
| Class size |
25-30 |
Negative |
Large classes make it harder ot focus on groups/individuals |
| Class Period |
45 minutes |
Negative |
Project can't be completed in one period. |
| Location |
Classroom, Library |
Both |
No computer labs available in first semester; Library computer access is limited |
| Seating Arrangement |
Tables 3 or 4 students with a laptop to a table
(when 1 to 1 is rolled out) In library row of 15 computers along a wall |
Positive |
All students in a group can be at one table in
classroom, but there is a disadvantage to the library as tables can’t be moved
only chairs and it creates a cramped work area |
| Lighting |
not a factor |
|
|
| Temperature |
not a factor |
|
|
| Noise |
not a factor |
|
|
|
| Equipment |
Big factor only 15 computers in library; very difficult to
reserve
1 to 1 when lap tops are rolled out as long as
students bring them and they are ready to use |
Negative |
Students won’t have ample access to a computer
until the lap tops are rolled out in January |
| Technology Support |
Integration Specialist |
Positive |
Available and excellent technical support. |
Outcome Factors
|
| State Requirements |
Integrated Technology TEKS K-8; Science TEKS |
Negative |
Proficiency with database may not be met with
single project; Science TEKS will be |
| Employer Needs |
Technology integration as determined by district
curriculum committee |
Positive |
Project will meet the need to use science
courses as a place to learn databases and apply their use |
| Co-worker needs |
Library scheduling; sharing materials with all 7th
grade classes; scheduling the Integration specialist to assist all 7th
grade science classes |
Negative |
Difficulty with scheduling computers; project may have to be
done out of sequence due to lack of computers
Ensuring availability of Integration Specialist by
committing to the time frame for the project early in the school year. |
| Student Needs |
Research skill will need to be reinforced;
Database building skills will need to be taught/learned for majority of
students |
Negative |
Ensure that directions are clearly written; have
Integration Specialist available to give guidance during the lesson |
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
prequisite 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
|
|
Identify the systems of the human organism and describe their functions
|
To identify
each body system,
it’s parts and their functions
List all
the organs in each
system and their individual
functions (since in many cases
the function of the organ isn't
necessarily the function of the
system but contributes to that function.
|
Ready to learn the basics. They all have a body and know some of its functions. |
Real – Basics will be easy.
Imagined - the number fo systems is overwhelming.
|
KWL
Accessing prior knowledge
Structured note taking
Detailed instructions
Peer Tutoring
|
Describe how organisms
maintain stable internal
conditions while living in changing external
environments |
How the
body systems work
together to maintain a stable
internal environment (aka:
homeostasis)
Identify
how the systems work together.
|
They will
know the basics of each system.
|
Real -
Hard for the students to synthesis how the systems work together |
Graphic organizers
Peer Tutoring |
Analyze changes in
organisms. |
Make
predictions about what might happen if an organ isn't there.
Use
a database to identify
systems that |
Students like to What If scenarios.
|
Imagined – Most students have not been exposed to Access and might have some
fear of the unknown |
Rubric
Detailed instructions
Integration Specialist as needed |
