Final Learner Analysis Project

8/4/2019 Final Learner Analysis Project

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ITEC 7430 - Instructional Design

Dr. Randy Hollandsworth

Instructional Design Project

Assignment #1 - Learner Analysis

Bobbie Keenan

June 11, 2009


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Assignment #1 - Learner Analysis

Standard # 5 The Student who is an independent learner is information literate and

appreciates literature and other creative expressions of information.

Indicators1. Is a competent and self-motivated reader

2. Derives meaning from information presented creatively in a variety of formats.3. Develops creative products in a variety of formats

1. Group of Learners: My learner analysis focuses on a differentiated 5/6 combination

class in a small private school. While the class is labeled as a 5/6 class, the entire class is

working on the 6th grade curriculum.

2. Differences of Learners: The information assembled was obtained through an

informal interview with one of their teachers, a brief student survey, the Memletics

Learning Styles Inventory Survey (http://www.learning-styles-online.com/inventory/),and my own observations of these students throughout the 2008-2009 school year. Two of

the students are a year behind of the others. Student #1 was home schooled until last year.The testing process, we require incoming students to take, revealed that it would be in the

best interest of the student to be held back a grade level to boost his learning skills and

self confidence. Because of his apparent isolation from being home schooled, he had real

issues with being around other students that resulted in daily panic attacks for a while.Thankfully, he is doing much better now, both socially and academically. Student #2 was

held back his kindergarten year in another school, which was prior to him being

diagnosed with ADD.

Learner Characteristics

Student

#Gender Race Age

Favorite

Subject

Least

Favorite

Subject

Technology

Know How

Group

Work

Do You

Like

School?

Do You

Like

School?

1 Male W 13 Soc.Studies Lang. Arts Yes Yes YesYes

2 Male W 13 Science Lang. Arts Yes Yes NoNo

3 Female W 11 Science Lang. Arts Yes No NoNo

4 Female W 12 Math Lang. Arts Yes Yes NoNo

5 Male W 11 Soc. StudiesLang. Arts Yes Yes NoNo

6 Female W 12 Science Lang. Arts Yes No YesYes

7 Female W 11 Soc. StudiesLang. Arts Yes Yes YesYes8 Female W 11 Soc. StudiesLang. Arts Yes No YesYes

9 Male W 12 Science Lang. Arts Yes Yes NoNo

10 Male W 12 Soc. StudiesLang. Arts Yes Yes NoNo

11 Female W 11 Soc. StudiesLang. Arts Yes Yes YesYes

12 Male W 12 Math Lang. Arts Yes No NoNo

13 Male W 11 Soc. StudiesLang. Arts Yes No YesYes


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Academic Levels

Student

#

Grade

Level

STAR

Reading

Level

STAR

Performance

Level

Iowa Test

Reading

Scores2008

Iowa Test

Language

Scores2008

Special Needs

Learning,

Emotional,

Psychological,

Physical

Special Needs

Learning,

Emotional,

Psychological,

Physical

1 6th 5.9 Below 65 23

2 6th 3.4 Below 50 39 ADD/ReadingADD/Reading

3 5th 6.7 Above 95 98 Selective MutismSelective Mutism

4 6th 3.8 Below 70 64 ReadingReading

5 5th 6.2 Above 87 85

6 6th 5.6 Below 58 47 ADDADD

7 5th 5.2 On 91 96

8 5th 6.5 Above 91 90

9 6th 5.2 Below 54 43 AutisticAutistic10 6th 3.7 Below 67 66 ADD/ReadingADD/Reading

11 5th 7.3 Above 74 97

12 6th 10.6 Above 86 74

13 5th 7.1 Above 97 98

Reading Abilities:

This class consists of 5th graders that are all reading at or above their grade level,

and 6th graders that are reading below grade level with the exception of one

student with a 10.6 reading level. As indicated in the chart, most of the studentswith below grade reading levels also have special needs issues.

Reading/Language Iowa Test scores:

Our school does not use the CRCT for assessment purposes. The Iowa test scores

in the chart above reflect how the student ranks nationally in their skill level. The

Iowa test scores for the target group appear to reinforce the information obtainedthrough STAR testing as well as teacher observation.

Special Needs:

Three of the 6th grade students have been diagnosed with ADD and are taking

medication. One student is autistic and was brought to this school midyear. One5th grade student is a selective mute. She has no learning disabilities, but selective

mutism is anxiety disorder. While none of the students have been identified asgifted, all of the 5th graders are exceptional students that learn quickly and are

very self motivated.


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Gardners Multiple Intelligences:

I have observed and worked with this class at least once a week over the course of the2008-2009 school year, so I already knew there were many different learning styles in

this class. The Memletic Survey weighed each section (Verbal, Logical, Aural, Physical,

Visual, Social, and Solitary) on a scale of 0-20. Im not surprised that many of thestudents scored the highest in the Verbal (12), Aural (9), and Social (9) style sections.

This is a very outgoing group of students. They are not lacking in confidence or the

ability to express themselves and seem to thrive when working in groups. With theexception of students 9 and 12, this class has had mandatory music lessons (there is a

school band) since 4th grade, so its no surprise that many of them seem to gravitate to the

aural style of learning.

Despite the evidence that the verbal, aural, and social styles appear to be the main way in

which the majority of the class prefer to learn, they other styles should be pursued and

made part of lessons for the other students whose strengths are found in other styles.

Also, the logical, physical, visual, and solitary styles should be incorporated into lessonsto encourage the majority of the class to think outside the box when presented with new

information and ideas.

Memletic Learning Styles Survey Results

Student # Verbal Logical Aural Physical Visual Social SolitarySolitary

1 l l l

2 l l l

3 l l l ll

4l l l ll

5 l l l l l

6 l l l l

7 l l l

8 l l l ll

9 l l l l l

10 l l l ll

11 l l l ll

12 l l l ll

13 l l l ll

Totals 12 4 9 5 5 9 7

l-Areas with scores higher than 10.


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3. Accommodations for Special Needs Learners

This is also an inclusion classroom. As mentioned before, one of the students has Autism(Aspergers Syndrome). This student came to our school mid-year primarily because we

are listed as an SB10 school, and his parents were impressed with how our school was

designed to be conducive not only to this students learning abilities but also to theircomfort levels. This environment is also extremely beneficial to the three students that

have ADD and the student that is a selective mute.

Our school was specifically designed with all types of learners in mind. It is school policy

that all classrooms have no more than 15 students in a classroom. Because of the class

size, teachers have the ability to customize lessons so that all student benefit from

instruction. As a result, no one is held back or left behind, regardless of ability.

All the classrooms have skylights and windows that look out onto natural settings. Also,

the hallways and classrooms are carpeted to minimize noise. Each classroom has a

group table, in addition to their individual desks, so teachers can work with differentgroups. Its also used by those students that work better in a group to have that option to

do their work there rather than by themselves at a desk. Teachers are able to keep allstudents focused, but particularly those with students that fall into the special needs area.

Each class is also furnished with overhead projectors, a CD player, LCD projectors, and

four internet ready computers that are utilized to diversify and facilitate learning.

4. Culture and Ethnicity of Learners:

This entire class is made up of Caucasian students. That isnt unusual considering the

school is located in North Georgia. However, the demographics of the area are rapidly

changing, and that can be seen in the school as a whole, but not in this particular class.Most of these students also come from affluent families.

I specifically chose a particular piece of literature that's characters were almostexclusively African-American. In addition, the setting takes place during the Great

Depression. The story is completely outside of their experience in the sense of race, race

relations, and economic hardship. Because this is a private school setting, the students are

in a bubble and arent usually exposed to a lot of real life issues that they need toexperience or at least know exist. I feel that it is very important to continually remind and

show these students that there are real people out there that have a different standards of

living, belief systems, and cultures than they do.

5. Motivational Strategies

Standard # 5 The Student who is an independent learner is information literate and

appreciates literature and other creative expressions of information.


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Indicators1. Is a competent and self-motivated reader

2. Derives meaning from information presented creatively in a variety of formats.

3. Develops creative products in a variety of formats

The Information Literacy Standard for Student Learning that I chose, I decided to pair upwith GPS Standard ELA6R1:

The student demonstrates comprehension and shows evidence of warranted

and responsible explanation of a variety of literary informational texts.

C. Relates a literacy work to historical events of the period.

The reason for choosing to use this additional standard was directly related to the

motivational aspect of this project. It was unanimous, the student named Language Arts as

their least favorite subject. When I asked the students to rank their core classes in the order

they liked best to the least, Social Studies was ranked either first or second. Its apparent thatthey dont understand how closely Social Studies and Language Arts are related and thats

something I hope to make them aware of. Hopefully, some of the glamour of Social Studieswill rub off on at least the literary aspect of Language Arts if not the mechanical and

structural aspect of it.

Since, this is a Language Arts project I will have to be creative to get their attention.

Attention: To appeal to their love of Social Studies, I would start off with a history lesson

that incorporates visuals from the Great Depression. I could use news footage, pictures, oreven news articles from sources on the internet that illustrate what life was like then for a lot

of people. There are several websites that could be used that have only pictures, and from

those pictures they could write about what they think life was like during the GreatDepression compared to present day. In addition to visuals, they could listen to music of the

time, to give them an audio perspective that could appeal to the aural learners.

Relevance: I want to demonstrate to them that good literature isnt usually just imagined, its

inspired. In this case, a historical event that shaped an entire generation, and still echoes

today. Since whispers of another depression are on the news everyday due to the economic

situation, that makes it even more relevant. Of course, the point isnt to scare them, but toinform them. I want them to know that not only can they Google a historical event to learn

facts, they can also seek out novels and stories that were inspired by the event that can give

them a more personal and possibly more relevant perspective of the event.

Confidence: They will gain confidence with this lesson by being able to utilize their

computer, artistic, and even musical skills to show they understand how to appreciateliterature by means other than traditional methods like book reports.

Satisfaction: This class is very social, and the majority prefers to work in a group, but at the

end of this lesson, I want them to be aware and satisfied that they can work independentlyand produce something that is just a creative and well done as something they would have


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ordinarily worked on in a group. This is also reflects the characters journey in the book that

will be the focus of the lesson, because even though there was help along the way, the

character reached his goal because of his own determination and knowledge.


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Student Survey

1. Whats your gender? __________________

2. Whats your age? _________________

3. Using numbers 1-4, with 1 being your favorite and 4 being your least

favorite, rank the classes you like for favorite to least favorite.

________ Language Arts

________ Math

________ Science

________ Social Studies

4. Do you like working with computers? ________

5. Would you rather work in groups or alone? _________

6. Do you like school, in general? ___________

Documents

Final Learner Analysis Project