Shawn Smith
Theories and Factors Affecting Instruction
Learner factors that may impact learner-centered instruction.
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	8-10 years old  (Grades 3-4)	+		Students this age are naturally curious.  They will be interested in finding information.
Sex Distribution	5male	+		Pair same gender to avoid domination.
	4 female
Racial, Ethnic Diversity	Hispanic, Asian	+		Discuss biomes they might have visited.
Educational Level	Elementary		-	Limited exposure to technology
Disability or Impairment	Some special ed (dyslexia, ADD/ADHD); all ELL			Provide graphic organizer for keeping notes and sources organized.  Work one-on-one as time permits.
Developmentally Appropriate	All within norms for age	+		Work with students to clarify procedures and processes.  Explain rules and consequences.
Prerequisite Knowledge	Some keyboarding	+		Review parts of book.  Review notetaking skills, particularly skimming and scanning.
	Parts of the book
	Notetaking skills
Related Experience	All students have had some experience with characteristics of animals in prior grades.  Some students have prior knowledge of biomes from prior grade.	+		Do KWL chart to review characteristics of mammals and reptiles.  Discuss different types of biomes.
Perception of Role as Student	Many ideas; different types of learning styles.	+		Discuss how to determine partners.  Develop presentation rubric using their input.
Motivation for Learning	High	+		Explain how animal characteristics can be determined by the biome, much as people's characteristics can be contingent upon climate.  Discuss how this can be the case.
Attitude Toward Subject	Curious about animals.	+		Do KWL chart to determine characteristics of mammals and reptiles.
Expectations from Session	To learn about different animals and to have the opportunity to explore an interesting subject through books and electronic resources.  To learn how to find information on subjects they are interested in.	+		Explain what will be expected in the assignment and how learning to research is relevant to their future lives.
Competitiveness	Some competitiveness and some collaborative attitudes		-	Encourage working as a team both in their pairs, as well as a class.
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	not needed	+		No additional budget required – covered by standard materials
Materials Required	Print encyclopedias and nonfiction books; online encyclopedias; subscription databases; computers for every two students (minimum)	+		Reserve computer lab
Production Equipment Available	Projector; document camera; video projector	+		All equipment available at school.  Ensure computer lab is scheduled as needed.
Time for Design and Production	9 45-minute lessons.  Additional lessons as needed for any special need students.	+		Students will have time for lessons as well as to perform research.  Ensure teachers are notified, since students are pull-out ESL.  Ensure SPED teacher is briefed on project.  Collaborate with librarian to schedule lessons on citing sources, keyword searching, using subscription databases.  Collaborate with librarian for recommended websites
Department Technology Requirements	Internet access; computer access.	+		Schedule computer lab or COW for library.  Collaborate with librarian to schedule lesson citing sources, keyword searching, subscription databases and notetaking.  Collaborate with librarian for recommended websites and subscription database information.
Implementation Factors:
Class Size	9-10 students	+		Work in pairs
Class Period Length	45-minutes		-	Ensure class material is organized. Ensure teachers know when students will be pulled out to ensure they are on time.
Location	Computer lab; library; ESL classroom	+		Schedule COW for classroom to facilitate more intimate setting.
Seating Arrangement	Two students per computer.	+		Coordinate small group work in library.
Lighting	Adequate in all spaces.	+
Temperature	Generally comfortable	+		Ask students to bring sweater or jacket in case of overcooled space.
Noise	Normal noise level for school.	+		Possibly use CD with sounds from various biomes.
Equipment	Digital projector; computers; document camera	+		Use document camera to introduce parts of book and to demonstrate citing sources.
Technology Support	Internet access; librarian or instructional technologist available	+		Schedule with librarian or instructional technologist.
Outcome Factors:
State Requirements	Science TEKS; TA TEKS; writing TEKS; Language Arts TEKS	+		Ensure TEKS are documented and covered.
Employer Needs	Ability to locate, evaluate, organize and use information; ability to present information	+		Ensure TEKS are documented and covered.
Co-worker Needs	Classroom teacher; librarian	+		Integrate multiple instructional areas (science, language arts, technology, information literacy skills) through project.
Student Needs	Learn state instructional objectives; real world relevancy; satisfy natural curiosity	+		Foster independence and collaboration with partner
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 prerequisite sub-topics, as well as the 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
Understand the characteristics which differentiate mammals from reptiles	List the characteristics of mammals.	Understand meaning of characteristics	Medium difficulty	KWL chart to access prior knowledge; spreadsheet to organize information
	List the characteristics of reptiles	Understand meaning of characteristics	Medium difficulty	KWL chart to access prior knowledge; spreadsheet to organize information
Understand and communicate similarities and differences between a specific mammals and reptiles from the same ecosystem	List the characteristics of various ecosystems.	Understand the meaning of an ecosystem.	Medium level of difficulty	Introduce ecosystems through use of read-aloud literature that focuses on ecosystems.  Use class discussion and spreadsheet to capture similarities and differences.
		Understand the concept of similarity and difference.
	Use PowerPoint to present research findings.	Possess familiarity with keyboard.	Medium to hard difficulty	Develop rubric to enable students to check the required content and presentation aspects of their finished research product.  Conduct preparatory lesson to cover PowerPoint basics.
Understand how to locate and ethically use information from a variety of sources.	Understand parts of the book and how to use them to find information.	Understand meaning and use of: table of contents; index; guide words; glossary.	Medium level of difficulty	Have librarian teach mini-lesson on parts of the book.
		Understand how to locate information in print nonfiction and reference books.	Medium level of difficulty	Collaborate with librarian to teach mini-lesson on finding information in nonfiction print materials.
	Understand how to access and search subscription databases.	Understand meaning of subscription database.	Medium level of difficulty	Collaborate with librarian for assistance in introducing subscription databases and keyword searching.
	Understand how to search on pre-selected websites using keyword search.	Understand keyword searching.	Medium level of difficulty.	Collaborate with librarian for assistance in introducing keyword searching.
	Understand basics of copyright and how to cite sources.	Understand meaning of copyright and how it applies to information.	Medium level of difficulty.	Have librarian teach mini-lesson on copyright and citing sources.  Following mini-lesson, distribute worksheet (either hardcopy or electronically) to give students practice in citing sources.
	Accurately cite sources used for research.	Understand components of a citation.	Medium to hard difficulty	Graphic organizer to help students organize notes and sources.  Citation guide with examples.
		Understand how to cite information from a variety of sources.	Medium level of difficulty	Develop information handout to model various ways to cite sources from different sources.