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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 Least Social Attitude Research

Subject Favorite Preference Toward Skills
Subject Computer Knowledge
s
1 M C 11 Math History Group Positive Yes
2 F C 11 Literatur Science Group Positive Yes

e
3 F C 12 Math History Group Positive Yes
4 F C 12 Science Literatur Group Positive Yes

e
5 M C 12 Spanish Math Group Positive Yes
6 M H 12 Science Science Authority Positive Yes
7 F C 12 Spanish Literatur Group Positive Yes

e
8 F C 12 Literatur Math Group Positive Yes

e
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 Literatur Authority Positive Yes

e
14 M C 11 Spanish Math Group Positive Yes
15 M C 11 History Math Group Positive Some
16 F C 12 Math Literatur Group Positive Yes

e
17 F C 12 Science Literatur Group Positive Yes

e
18 M C 11 History Science Group Positive Yes

Learner Characteristics Survey Analysis

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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.

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.

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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
Academic Summary:

Reading Levels
Below 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 Needs
ADHD: 2 students

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

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 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:

1. Visual 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

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 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/

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

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.
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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

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

motivated to continue learning.