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Transcript of Educational Level
8/9/2019 Educational Level
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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.
MLI.CU1 ± The students develop an awareness of perspectives, practices, and products of the
cultures where the target language is spoken. The students:
a. Demonstrate knowledge of contributions of target culture(s) to civilization.
b. Identify commonly held viewpoints of the cultures, such as those relating to time, education,
and meals.
c. Describe customs and traditions of the cultures such as greetings, celebrations and courtesies.
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, least favorite subject, social preference, attitude toward computers and
research skills knowledge. See Chart # 1 for individual learner characteristics supporting data
from the target learners.
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Chart #1 Individual Learner Characteristics
Student Gender Race Age Favorite
Subject
Least
Favorite
Subject
Social
Preference
Attitude
Toward
Computers
Research
Skills
Knowledge
1 M C 11 Math History Group Positive Yes
2 F C 11 Literature Science Group Positive Yes
3 F C 12 Math History Group Positive Yes
4 F C 12 Science Literature Group Positive Yes
5 M C 12 Spanish Math Group Positive Yes
6 M H 12 Science Science Authority Positive Yes
7 F C 12 Spanish Literature Group Positive Yes
8 F C 12 Literature Math Group Positive Yes
9 F C 12 Math Science Group Positive Yes
10 F C 11 Math History Group Positive Yes
11 M C 11 History Science Group Positive Some
12 F C 12 Spanish Math Group Positive Yes
13 F H 12 Science Literature Authority Positive Yes
14 M C 11 Spanish Math Group Positive Yes
15 M C 11 History Math Group Positive Some
16 F C 12 Math Literature Group Positive Yes
17 F C 12 Science Literature Group Positive Yes
18 M C 11 History Science Group Positive Yes
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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
Least Favorite Subject 5 Literature, 5 Science, 5 Math, 3 History
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. No one listed Spanish as a least favorite
subject and four students listed it as a favorite subject. Those four students 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. This is the third research project for this group
of learners this year, so most of them are comfortable with the research process, including
citation.
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Educational Level ± The students are in the 6th
grade. Frederica Academy is a private,
nondenominational college preparatory school serving children grades Prekindergarten through
twelve. 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
15 12.0 10.7
16 8.3 10.6
17 7.4 12.2
18 8.9 7.8
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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 Levels
Below Level: 1 On Level: 2 Above Level: 15
The majority of the students are above the sixth grade language arts level.
Special NeedsADHD: 2 students
Two students have been diagnosed with Attention Deficit hyperactivity Disorder and take
medication. Accommodations for these students include:
y Extra time on tests
y Individualized instructions when necessary
y Provide alternative work areas that have less distraction
y Seat the student close to the teacher to allow the teacher to assist the student in
staying on task
y Provide headphones when students are in the computer lab to cut down on
distractions
y 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:
1. Visual Impaired ±
y Increase the size of the font on the computer screen
y Call the student by name when you want to get their attention
y Handouts should be large print and/or audio tape
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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
y Peer tutor
y 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
y Repeat/reword instructions often
y Write directions/assignments on the board
y Add visuals and illustrations
y Use short, simple sentences
Haynes, J. (2009). Teaching Tips. Retrieved May 27, 2009, from Everything ESL Web site:
http://www.everythingesl.net/inservices/
Gardner¶s Multiple Intelligence Test
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
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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.
The ARCS Model of Motivational Design by Keller
The ARCS model was used to identify and describe specific motivational strategies that are
appropriate for the target learner.
Attention ± One method for 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
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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 the location and some land features
of the country.
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 and feel
motivated to continue learning.