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
|
Advantage or
Constraint
|
Initial
Ideas for Maximizing Positive Factors or Minimizing Negative Factors
|
|
Age / Academic Range
|
13-14
|
+
|
|
Students at this age will be motivated because of the use
of technology. Many of the students spend a good deal of time in playing
computer/video games.
|
|
Sex Distribution
|
(6 Classes)
70 Girls
65 Boys
|
+
|
|
Females usually complete this kind of assignment with
greater diligence than males.
|
|
Racial, Ethnic Diversity
|
91 African-American
27 Caucasian
16 Hispanic
1 Other
|
+
|
|
Studying history will help students be sensitive to issues
discrimination in other parts of the world.
|
|
Educational Level
|
Junior High School
|
|
-
|
This age student has not had much independent work
with technology. Provide guided instruction in the form of a template.
|
|
Disability or Impairment
|
Learning disabled/ADHD
|
|
-
|
Having these learning disabled and ADHD students in a
class makes the instruction and work time more challenging.
|
|
Developmentally Appropriate
|
Some students in this group are immature
|
|
-
|
Continual monitoring with these students will help
keep them on task
|
|
Prerequisite Knowledge
|
Library/Print research on Anne Frank
|
+
|
|
Providing a template will help those students who have
never created a brochure or newsletter.
|
|
Related Experience
|
Designing flyer in other class
|
+
|
|
Students are familiar with some aspects of the
Publisher software.
|
|
Perception of Role as Student
|
Students enjoy any activity that is out of the
ordinary.
|
+
|
|
At this age students as a whole still want to get
their work done to make the grade and/or please themselves and the
teacher.
|
|
Motivation for Learning
|
Learning for future course work, real life experiences
and possible work experience.
|
+
|
|
Students will gain historic facts and information that
will transfer to future years of History study.
|
|
Attitude Toward Subject
|
Eager learners
|
+
|
|
Some students are high achievers, even if not
academically, they enjoy achieving with the used of technology.
|
|
Expectations from Session
|
Students will understand the challenges of living in a
time of great unrest as well as increase their knowledge of technology.
|
+
|
|
Students will learn and use technology to enhance
their learning.
|
|
Competitiveness
|
Very competitive at this age.
|
+
|
|
Competition and peer pressure are very strong at this
age.
|
|
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
|
NA
|
|
|
|
|
Materials Required
|
Access to Print Media/ Library books and Computer lab
|
+
|
|
Students will have pre-lab time for their Library research
and some time in the lab to enhance library research with the use of the
Internet.
|
|
Production Equipment Available
|
NA
|
|
|
|
|
Time for Design and Production
|
One (1) week
|
+
|
|
Students will use 1-2 days for research and 2-3 days
for the creation of the brochure or newsletter
|
|
Department Technology Requirements
|
AUP must be on file from every student
|
+
|
|
Students have been given ample opportunity to return
the AUP signed both by themselves and their parents.
|
|
Implementation Factors:
|
|
Class Size
|
Around 25
|
+
|
|
Small class helps with management/instruction
|
|
Class Period Length
|
50 minute class
|
|
-
|
Pace the daily expectations. Inform students
continually of these expectations.
|
|
Location
|
Classroom, Library and Computer Lab
|
+
|
|
Having different rooms for research, compilation of notes
and production of brochure/newsletter help with organization and
classroom management.
|
|
Seating Arrangement
|
Students will have assigned seats
|
+
|
|
Assigning seats to students will help maintain order
and on task behavior.
|
|
Lighting
|
NA
|
|
|
NA
|
|
Temperature
|
Temperature varies
|
|
-
|
Monitor temperature carefully so the room doesn’t get
too hot.
|
|
Noise
|
Close door
|
|
-
|
Have the door to the classroom closed and monitor the
student talking level.
|
|
Equipment
|
Schedule Lab and Library time
|
+
|
|
Computer Lab has ample computers to address the needs
of the class. Library must be scheduled for class time.
|
|
Technology Support
|
I will assist the teacher in teaching the technology
and monitoring the students.
|
+
|
|
Teacher will introduce lesson and set forth
expectations for the project. Having two adults in the library/computer lab
helps when computers “act up” and to help monitor students.
|
|
Outcome Factors:
|
|
State Requirements
|
Language Arts and technology application TEKS
|
+
|
|
Project addresses the TEKS for both curriculum areas.
|
|
Employer Needs
|
NA
|
|
|
|
|
Co-worker Needs
|
NA
|
|
|
|
|
Student Needs
|
Brochure/Newsletter complete
|
+
|
|
Students will be provided a rubric at the beginning of
the project to ensure criteria are met.
|
|
Other Factors:
|
Mentor/Mentee Collaboration
|
+
|
|
Use this relationship to develop more units in the
future.
|
|
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 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
|
|
1. Understanding History
|
Understanding the impact Anne Frank has had on the
lives of others.
|
Notes taken during research will give students
information for brochure.
Knowledge of brochure/Newsletter layout is necessary
for proper information placement.
|
Real-Students are not designing the brochure
from “scratch” so knowledge of layout is not needed.
Imagined-High degree until they understand the layout in the
template.
|
The strategy will be to provide the students with a
template and rubric with the requirement prior to the beginning of the
project.
Questioning will also be used to help the students
synthesize the information.
|
|
2. Technology Integration
|
Internet research and creation of brochure
|
Students should be familiar with researching
information in the Library and using key word searches on the Internet.
|
Real-Skills from producing the flyer should
transfer to some degree to the brochure/newsletter.
Imagined- Students should be comfortable with the technology.
|
Direct Instruction will be used in the beginning of
the project both in the classroom and the computer lab with monitoring
and individual help/peer tutoring to follow.
|
|
3. The learner/s goals
|
Goals are specified on the rubric the students will
receive.
|
Students should be ready to complete this project
after designing a flyer earlier this fall.
|
There should be not difficulties in this area.
|
Questioning to check for understanding and
clarity.
|
|
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