learner analysis

18
Barrow 1 Dottie Barrow Assignment #1 – Learner Analysis Information Literacy Standard 8 – The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology. AALS Standards for 21 st Century Learners 3.1.6 Use information and technology ethically and responsibly. 3.2.3 Demonstrate teamwork by working productively with others. 3.3.7 Respect the principles of intellectual freedom. Learner Analysis: Target Audience – The group of learners selected consists of eighteen 6 th grade students. The students are heterogeneously grouped (7 male and 11 female) and represent a broad range of characteristics. Individual Learner Characteristics – A student survey was administered to determine a broad range of learner characteristics and preferences. The characteristics reviewed were gender, race, age, favorite subject, social preference, attitude toward computers, research skills knowledge and

Upload: dottiebarrow

Post on 18-Nov-2014

197 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Learner Analysis

Barrow 1

Dottie Barrow

Assignment #1 – Learner Analysis

Information Literacy Standard 8 – The student who contributes positively to the learning

community and to society is information literate and practices ethical behavior in regard to

information and information technology.

AALS Standards for 21st Century Learners

3.1.6 Use information and technology ethically and responsibly.

3.2.3 Demonstrate teamwork by working productively with others.

3.3.7 Respect the principles of intellectual freedom.

Learner Analysis:

Target Audience – The group of learners selected consists of eighteen 6th grade students. The

students are heterogeneously grouped (7 male and 11 female) and represent a broad range of

characteristics.

Individual Learner Characteristics – A student survey was administered to determine a broad

range of learner characteristics and preferences. The characteristics reviewed were gender, race,

age, favorite subject, social preference, attitude toward computers, research skills knowledge and

understanding of fair use. See Chart # 1 for individual learner characteristics supporting data

from the target learners. Also, see the “Learner Survey” given to the students on page 12.

Page 2: Learner Analysis

Barrow 2

Chart #1 Individual Learner Characteristics

Student Gender Race Age Favorite Subject

Understanding of Fair Use

Social Preference

Attitude Toward Computers

Research Skills Knowledge

1 M C 11 Math No Group Positive Yes

2 F C 11 Literature No Group Positive Yes

3 F C 12 Math No Group Positive Yes

4 F C 12 Science No Group Positive Yes

5 M C 12 Spanish No Group Positive Yes

6 M H 12 Science No Authority Positive Yes

7 F C 12 Spanish No Group Positive Yes

8 F C 12 Literature No Group Positive Yes

9 F C 12 Math No Group Positive Yes

10 F C 11 Math No Group Positive Yes

11 M C 11 History No Group Positive Some

12 F C 12 Spanish No Group Positive Yes

13 F H 12 Science No Authority Positive Yes

14 M C 11 Spanish No Group Positive Yes

15 M C 11 History No Group Positive Some

16 F C 12 Math No Group Positive Yes

17 F C 12 Science No Group Positive Yes

18 M C 11 History No Group Positive Yes

Page 3: Learner Analysis

Barrow 3

Learner Characteristics Survey Analysis

Gender 7 Males, 11 Females

Race 2 Hispanic, 16 Caucasian

Age 7 eleven yr. olds, 11 twelve yr. olds

Favorite Subject 5 Math, 2 Literature, 4 Science, 4 Spanish,

3 History

Understanding of Fair Use 18 None

Social Preference 2 Authority, 16 Group

Attitude Toward Computers 18 Positive

Research Skills Knowledge 2 Some, 16 Yes

The students have a variety of subject likes and dislikes. Four students listed Spanish as a

favorite subject. Those four students also had research skills knowledge so they will be targeted

as leaders in this particular project. The social preference is working in groups for most of the

students. This is a project that would work well in partners which would meet the social

preference for most of the target learners. The teacher will be available for guidance for the two

students who prefer more teacher involvement. All of the students have a positive attitude

toward computers. They have had at least one year of keyboarding and many of the students

have had as many as three years of keyboarding. They are familiar with the research process.

Building on their knowledge of the research process and focusing on citing sources will make

Page 4: Learner Analysis

Barrow 4

this project/unit of study a logical stepping stone toward a complete understanding of the ethical

use of information and technology including an understanding of fair use.

Educational Level – The students are in the 6th grade. Frederica Academy is an independent,

coeducational, college preparatory school serving grades Pre-K through 12. Records were

reviewed to find out the academic levels of the students. The teacher was interviewed to find out

the special needs and accommodations of the students. See Chart #2 for the educational level

supporting data from the target learners.

Chart #2 – Educational Level and Special Needs

Student # ITBS Reading Grade Equivalent ITBS Language Grade Equivalent Special

Needs

1 13+ 13+

2 13+ 9.8

3 12.8 13+

4 8.5 9.3

5 6.9 7.4 ADHD

6 5.6 6.6

7 7.6 4.8

8 10.4 11.1

9 13+ 10.4

10 8.5 13+

11 9.0 7.1 ADHD

12 6.9 11.1

13 10.4 9.6

14 10.7 11.4

Page 5: Learner Analysis

Barrow 5

15 12.0 10.7

16 8.3 10.6

17 7.4 12.2

18 8.9 7.8

Academic Summary:

Reading LevelsBelow Level: 1 On Level: 2 Above Level: 15

The majority of the students are above the sixth grade reading level.

Language LevelsBelow Level: 1 On Level: 2 Above Level: 15

The majority of the students are above the sixth grade language arts level.

Special NeedsADHD: 2 studentsGifted – Frederica Academy does not test for gifted

Two students have been diagnosed with Attention Deficit hyperactivity Disorder and take

medication. Accommodations for these students include:

Extra time on tests

Individualized instructions when necessary

Provide alternative work areas that have less distraction

Seat the student close to the teacher to allow the teacher to assist the student in

staying on task

Provide headphones when students are in the computer lab to cut down on

distractions

Use a partner system for learning situations when possible

Although there are no other special needs for this group of learners, the following is a proposal

for meeting the needs of future learners:

Page 6: Learner Analysis

Barrow 6

1. Visually Impaired –

Increase the size of the font on the computer screen

Call the student by name when you want to get their attention

Handouts should be large print and/or audio tape

Strategies for Teaching Students with Vision Impairments. (2005, April 25). Retrieved May 27,

2009, from Laboratory Web site: http://www.as.wvu.edu/~scidis/vision.html

2. Low Reading Level

Peer tutor

Record instruction/lesson on an audio cassette

Behrmann, M. M. (1995). Assistive Technology for Students with Mild Disabilities. Retrieved

May 27, 2009, from Teacher Vision Web site:

http://www.teachervision.fen.com/assistive-technology/teaching-methods/3791.html?

detoured=1

3. ESOL

Repeat/reword instructions often

Write directions/assignments on the board

Add visuals and illustrations

Use short, simple sentences

Haynes, J. (2009). Teaching Tips. Retrieved May 27, 2009, from Everything ESL Web site:

http://www.everythingesl.net/inservices/

Page 7: Learner Analysis

Barrow 7

Gardner’s Multiple Intelligence Test (See the Survey on page 10 and 11)

A questionnaire was used to determine the different learning styles of the students. The

questionnaire addressed seven of the nine aspects of intelligence identified by Gardner. The

results list the top intelligence type for each of the 18 students. In the case of a tie, the results

were tallied for both intelligence preferences.

Linguistic – 0

Logical/Mathematical – 1

Musical – 2

Bodily/Kinesthetic – 7

Spatial/Visual – 4

Interpersonal – 5

Intrapersonal – 0

The majority of the students have a bodily/kinesthetic learning style preference. Activities that

involve moving and doing would be best for this type of learner. Interpersonal learning style was

also popular among the target learners. Activities that allow the learners to work with partners or

in a group would work well with this type of learner. Spatial/Visual was also a common learning

preference among the group of learners. These learners would benefit from visual images,

including video, to get the most out of a lesson.

Although this analysis only looks at the top learning style of each of the 18 learners, most of the

learners were high in other learning preferences as well. A lesson that reaches the learning

preferences of as many of the different styles of learning as possible is optimal.

Page 8: Learner Analysis

Barrow 8

Culture and/or Ethnicity

The class consists of 16 Caucasian students and two Hispanic students. Both the Hispanic

students were born in America and both they and their parents are fluent in English. Since the

subject is multicultural itself, I don’t feel that there is a need to try to tie in another culture to the

topic. It is, however, important to help students who might struggle with the English language to

understand a lesson.

1. One method of working with culturally diverse students is to create a positive atmosphere for

the student by focusing on what the student can do.

Haynes, J. (2008). Establishing an Atmosphere of Acceptance. Retrieved June 2, 2009, from

Everything ESL Web site: http://www.everythingesl.net/inservices/nurturing.php

2. Another method to meet the student’s needs is to use the technology that this generation of

learners has grown up with. Using the technology to teach a lesson increases the motivation of

most students.

Haynes, J. (2006). DSL -Digital as a Second Language. Retrieved June 2, 2009, from Everything

ESL Web site:

http://www.everythingesl.net/inservices/dsl__digital_second_language_11955.php

3. Another method to meet the student’s needs is to use graphic organizers.

Haynes, J. (2004). Graphic Organizers for Content Instruction. Retrieved June 2, 2009, from

Everything ESL Web site:

http://www.everythingesl.net/inservices/graphic_organizers.php

The ARCS Model of Motivational Design by Keller

Page 9: Learner Analysis

Barrow 9

The ARCS model was used to identify and describe specific motivational strategies that are

appropriate for the target learner.

Attention – One method of grabbing the learner’s attention that would be affective is using a

specific example of what is expected as the finished product. The students will be creating

PowerPoints of South American countries. Exciting images of the culture and YouTube video

clips should be included for the visual learners.

Relevance – The lesson will be meaningful because the students recently finished a unit on the

geography of South America. By giving the students some freedom to choose a country and

create a presentation on the culture, fashion, tourist attractions, popular sports and other points of

interest to them, they will be building on prior knowledge of South American countries. They

will also be building on their prior research skills.

Confidence – All of the students are comfortable with computers, research, and PowerPoint, so

they should feel confident that they will be successful with this project. A rubric with specific

requirements will be given to the students. Scheduled lab time will also be factored in so that

they will have sufficient time to work on the project during class with teacher feedback.

Satisfaction – The learners should feel a sense of satisfaction because they will use a familiar

technology (PowerPoint) to present their research to the class. They will receive feedback and

reinforcement for their work and should feel a sense or satisfaction about their learning since

they will share their projects with the class.

Page 10: Learner Analysis

Barrow 10

Page 11: Learner Analysis

Barrow 11

Page 12: Learner Analysis

Barrow 12

Page 13: Learner Analysis

Barrow 13

Name_________________________

Learner Survey

Circle your answers.

1. What is your gender?

Male Female

2. What is your race?

African-American Caucasian Asian Hispanic Other

3. What is your age?

10 11 12 13

4. What is your favorite subject?

Math Literature Science History Spanish

5. Do you like computers?

Yes No

6. How do you prefer to learn?

In groups With a teacher Alone

7. Do you know how to research using print and non-print sources?

Yes Some No

7. Do you know what fair use means?

Yes No