Fincher, E_Learner Analysis Assignment

8/3/2019 Fincher, E_Learner Analysis Assignment

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Emily FincherLearner Analysis Assignment

Introduction

Len Lastinger Primary School, located in Tift County is a Title I, public school serving grades

Kindergarten through Third. The school has a student population of 310 with 47% of thestudent population qualifying for free or reduced lunch.

We will be working with the Georgia Performance Standard S2P1: Students will investigate the

properties of matter and changes that occur in objects.

Demographics

Len Lastinger has a diverse population of students. To compile the demographic data, I used the

Georgia Department of Education’s website that displays student data. The demographic make-

up of Len Lastinger Primary School is:

The demographic make-up of the class is:

Entry Skills & Prior Knowledge

Students are tested each nine weeks on their reading levels. To be considered on grade level

at the end of second grade, students must be reading on Level M. This group of students is

considered below grade level. This data is obtainable from the students’ records kept by each

classroom teacher. A pre-test on matter was also administered. (Appendix A) Below are the

current reading levels as well as the scores for the pre-test.

Student Reading Level Pre-Test Score

#1 J 1/5

#2 J 0/5

#3 K 0/5




#4 I 0/5

#5 H 2/5

#6 J 0/5

#7 I 0/5

#8 I 0/5

#9 I 1/5

#10 L 1/5

#11 L 0/5

#12 I 0/5

Motivational Strategies

I assessed the students individually with an oral survey in which they raised their hands to

answer either yes or no. The results are represented in a chart below the questions.

Questions:

1. I am interested in learning about the properties of matter.2. I am interested in learning about the changes in the property of matter.

John Keller’s ARCS model will be used to address motivational challenged previously identified

with student motivation and results of the survey. I will attempt to analyze issues with the ARCS

model of motivation. I believe that by addressing the different changes in matter and how it

applies to common objects in the students’ lives, the lesson will be very beneficial.

The four components of the A RCS model are listed below along with motivationalstrategies.

1. Attention strategies are used for arousing and sustaining curiosity and interest.




* Inquiry - Display a lava lamp and ask students if they understand what makes the

lamp work.

2. Relevance strategies link to learners' needs, interests, and motives.*Familiarity – Show students ice cubes, water, soda and balloons. Explain to them

that all of these items display one of the properties of matter.

3. Confidence strategies help students to develop a positive expectation for successful

achievement.

* Success Opportunities – Allow students to do simple experiments involving changes

in matter.

4. Satisfaction strategies provide rewards for effort.

* Reward – A Party that “Matters”. Students will make root beer floats and

investigate how the soda, ice cream, glass and other materials are all properties of

matter.

Learner Characteristics

I spend quite a bit of time observing my students. During this time, it is easy to see the different

learning styles that are in my classroom. My class is a low-socioeconomic class that is

predominantly Hispanic and African American. Several students have probable ADHD so the

majority of lessons are based on Gardner’s multiple intelligences definition of a bodily-

kinesthetic learner. Lessons involve hands-on experiments and opportunities for students to

get up out of the seats.

Accommodations

In my classroom, I have four students with ADHD, one student who is LD in reading and three

students that are ESOL.




Disabili

ty

Accommodation Related Site

ADHD • Keep

lesson

objectives

clear.

• Deliver

lessons at

a brisk

pace.

• Use

meaningfu

l materials

and

manipulati

ves.

• Break up

long

presentati

ons.

http://www.naceonline.com/article-accommodations-for-

adhd.php

LD • Have a

range of

strategiesto choose

from.

• Allow

students to

practice

new

strategies

until they

are

comfortable.

•

http://nichcy.org/academic-accommodations-for-students-with-

learning-disabilities

ESOL • Use

multiple

media to

provide

http://wida.wceruw.org/assessment/ACCESS/Accommodating_D

isabilities.pdf




different

stimuli.

• Encourage

peer

tutoring.

• Provide

hands-on

experimen

ts

whenever

possible.

• Reduce

oral or

written

directions

and

informatio

n into

easy to

understan

d steps or

parts.

• Speak

clearly

and

enunciate

carefully.

Peer Review




References

Academic Accommodations for Students with Learning Disabilities. Retrieved from:

http://www.washington.edu/doit/Brochures/Academics/accomm_ld.html

Parker, Harvey K. PhD., (2005). The ADHD Handbook for Schools. MN: Specialty Press

SUGGESTED ACCOMMODATIONS FOR Bilingual/ESL STUDENTS. Retrieved from:

http://www.birdville.k12.tx.us/instruction/ss_web/special_services/images/esl/Instructional

%20Accommodations%20and%20Strategies.pdf

Appendices

Appendix A

Matter

1. A ____________ has a shape of its own.

a. Solid

b. Liquid

c. Gas

1. How many states of matter are there?

a. 2

b. 3

c. 4

1. Where is matter?

a. In some places

b. Only in water

c. Everywhere

1. As temperature warms, as ice cube will…

a. Freeze.

http://www.birdville.k12.tx.us/instruction/ss_web/special_services/images/esl/Instructional%20Accommodations%20and%20Strategies.pdf







b. Stay the same.

c. Melt.

1. ______________________ helps us to tell matter apart.

a. Properties

b. Addresses

c. Air

Fincher, E_Learner Analysis Assignment

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