Learner Analysis Charles Kelley

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Charles Kelley

Learner AnalysisThis learner analysis is not based on actual interviews even though there is a survey that is

included. Some information is simulated and some is derived from memory of observations of actual

students. Most of the accommodations come from actual Individualized Education Plans which cannotbe shared due to privacy issues. The multiple intelligences results are also simulated but come froman actual survey from this site, http://literacyworks.org/mi/assessment/findyourstrengths.html .

1. The Learners

Learner Breakdown

Student

Gender

Ethnicity

Age

Favorite Subj.

Least Fav. Subj.

Preferred

Learning

Environment

Preferred

Learning

Modality

Technical

Proficiency

Calculator Use

Amb F C 14 Math SC Individual Kinesthetic Mediu m Y

Ry M AA 13 ELA Math Paired/

Group

Auditory Low N

Mar F AA 13 Math EL A WholeGroup

Visual Low Y

Jos M AA 15 SS ELA WholeGroup

Kinesthetic Mediu m Y

Alb M H 13 SC Math Paired/Group

Visual Low Y

Am F C 13 Math SS Individual Visual Mediu m Y

Ja F AA 13 ELA Math Paired/Group


Mi M AA 14 Math EL A Paired/Group



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Car M AA 14 SC Math WholeGroup

Kinesthetic Low Y

Learner Breakdown Implications to InstructionLearnerCharacteristic

Results/ Implications

Gender 4 Females, 5 Males:The gender is evenly split in the classroo m which provides an opportunityfor m any different grouping options.

Ethnicity 6 African American, 2 Caucasian, 1 Hispanic:Im plications addressed in section 4 of analysis.

Age 5- 13 year olds, 3- 1 4 year olds, 1- 15 year old:An age range of 2+ years presents a challenge to m ake content ageappropriate. Acade m ically all students are close to the sa m e level.

Favorite Su bject 4 Math, 2 ELA, 1 Social Studies, 2 Science:The m a jority of students en joy m ath which should m ake m otivation levelsbe higher than what would nor m ally be encountered. For those who en joyother su bjects m ore I can include aspects of those su bj ects into the lesson(include content on ani m als for science, current event for SS).

Least Favorite Su bject 4 Math, 3 ELA, 1 Science, 1 Social Studies:An equal a m ount of student that en joyed m ath the m ost also disliked m aththe m ost. Fro m experience, the m ain reason students disliked m ath was alack of basic skills and understandings. I can include scaffolded lessons inorder for the students to feel m ore co m forta b le with the content.

Preferred LearningEnviron m ent

4 Paired/ Group, 3 Whole Group, 2 Individual:The m a jority of the students wanted to work in groups or wholeinstruction. The indicates to m e that I show design m y work ti m e fairlyevenly between whole group and paired group instruction and alsoincorporate aspects of individual work to m eet the needs of the 2 studentswho prefer to work individually.

Preferred LearningModality

5 Kinesthetic, 3 Visual, 1 Auditory:Most students prefer to work kinesthetically so I m ost design activities thatare centered around hands-on activities that allow the students to put intopractice the concepts that they are learning. Visual representations of concepts should be included in instruction.

Technical Proficiency 5 Medium, 4 Low:All of the students in the class are either in the m ediu m or low technicalproficiency range therefore I need to li m it what I ask of the studentstechnologically. The near even split between low and m ediu m presents anopportunity to pair up a m ediu m and low proficiency student when takingon technology tasks.

Calculator Usage 8 Yes. 1 No:Alm ost all of the students have knowledge of the basic concepts of the


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calculator. The one student who does not should be provided withsupple m entary instruction on the uses of the calculator as needed.

2. Gardner s Multiple Intelligences

Student

Preferred

Learning

Styles

Intelligence

Utilization *

1st 2nd Amb Logic/ Math Body Move m ent People who are strong in the

logic/math intelligence en joy exploringhow things are related. They like tounderstand how things work. They likem athe m atical concepts. They en joypuzzles and m anipulative ga m es. Theyare good at critical thinking. *

Ry Body Move m ent Social People who are strong in the bodymovement intelligence like to m ove,dance, wiggle, walk, and swi m . They areoften good at sports. They have goodfine m otor skills. They like to take thingsapart and put the m back together.*

Ma Social Language People who are strong in the social intelligence like to develop ideas andlearn fro m other people. They like totalk. They have good social skills. *

Jos Body Move m ent Musical People who are strong in the bodymovement intelligence like to m ove,dance, wiggle, walk, and swi m . They areoften good at sports. They have goodfine m otor skills. They like to take thingsapart and put the m back together.*

Al Language Social People who are strong in the language

intelligence en joy saying, hearing, andseeing words. They like telling stories.They are m otivated by books, records,dra m as, opportunities for writing. *

Am Logic/ Math Body Move m ent People who are strong in thelogic/math intelligence en joy exploringhow things are related. They like tounderstand how things work. They like


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m athe m atical concepts. They en joypuzzles and m anipulative ga m es. Theyare good at critical thinking. *

Ja Social Self People who are strong in the social intelligence like to develop ideas andlearn fro m other people. They like totalk. They have good social skills. *

Mi Logic/ Math Social People who are strong in thelogic/math intelligence en joy exploringhow things are related. They like tounderstand how things work. They likem athe m atical concepts. They en joypuzzles and m anipulative ga m es. Theyare good at critical thinking. *

Car Nature Spatial People who are strong in the nature intelligence en joy interacting with theoutside world. They are adept atnoticing patterns in nature and caneasily distinguish between differentspecies of flora and fauna. *

*Intelligence Utilizations/I m plications provided by http://literacyworks.org/ m i/practice/index.ht m l

3. Specific and Detailed Acco mm odationsInstructional Accommodation

Instructional acco mm odations co m e fro m the students IEP.

Student

Alteration of Assignments Accommodation of Instruction

Adjusted Length

Copy of Notes

Adapted

Worksheet

Scaffolded

Assignment

Visual Aids

Check for

Understanding

Simple Directions

Extra time for

response

Amb X X X X XRy X X X X X X XMa X X X X X X XJos X X X XAl XAm XJa XMi XCar X X


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Student

Testing Accommodation

Individual

Administration

Extended Time

Modified

Format

Preferential

Seating

Use of

Manipulatives

Amb XRy X XMa X X XJos XAl XAm Ja XMi X XCar X

Student

Supplementary Aids/ Services Required Equipment

Preferential

Seating

Frequent

Breaks

Redirect

Verbally

Minimize

Auditory

Distractions

Specialized

Software

Graph Paper for

Calculations

Calculator

Access to

Specialized

Equipment

Am Ry X X X X X XMa X X X XJos X X X XAl X X XAm Ja XMi X X XCar X X

Specific Individualized Education Plan acco mm odations are supported by strategies offered byTom linson (1999), Soukup, et.al (2007), and Rotter (2004).


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4. Cultural and Ethnic InfluencesTeachers need to be aware of the cultural concerns and needs of their students as well as to atte m pt tonot let their own cultural b ias effect the interpretation of the actions of their students. Many strategiesshould be im ple m ented to ensure that all students have access to the curriculu m equally and arebenefiting fro m the for m at. One strategy is to frequently check for understanding where teachers

constantly [check] with students to verify the clarity of assign m ents and the students roles in thoseassign m ents (Garcia 1991). A teacher should try to design instruction that takes into account thatlearners have divergent beliefs, values, expectations, ways of thinking,and ways of feeling (Cifuentes 2006). The teacher can meet thesegoals by creating a rubric that details the different aspects ofmulticultural instruction and comparing their designs. A thirdrecommendation to follow is to create a classroom community wherestudents can develop specific capabilities and experience a senseof inner balance and wholeness in a community with others whichbegins with the teachers acceptance of the uniqueness of the students.

5. Motivational Strategies ARCSAttention

Since m any of m y students have cognitive or learning i m pair m ents, I will choose to gain and keep theirattention through the use of m ulti- m odal presentations of the m aterial. For those students who prefer avisual sti m ulus I will present so m e of the m aterial using videos that illustrate and de m onstrate theconcept. For auditory learners, I will present the basic concepts in short m ini-lectures that stress the

core concepts of the m aterial. For the hands-on kinesthetic learners, I will provide opportunities forgroup pro jects that apply the concepts in a concrete m anner. I hope by frequently changing the learningactivities for m at I can m aintain appropriate attention.

Relevance

Because m y students are in m iddle school they are in a transitional phase in their education so tom aintain focus on the relevance of m aterial I will try to stress how the current m aterial is utilizing thebase skills that they have learned in the past and will also lead to a m ore clear understanding of futureconcepts. I will present m y students with a list of skills that they have already m astered and show the m how those skills apply to the current content. I will also give a short de m onstration of how the presentwill be applied to future skills.

Confidence

My students are evenly split between en joying m athe m atics and disliking it. I believe that m ost of thestudents that dislike m ath have this opinion because they lack confidence in their skills and are afraid of failing new concepts. To enhance the confidence of these students, I plan on beginning the unit with a


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review on the prerequisite skills that are required for the new content. Along with the prerequisitecontent review, I will esta b lish m any s m all bench m arks to give students a sense of acco m plish m ent andcontrol over the content.

Satisfaction

Though it was not specifically assessed in my class sa m ple, m ost students have a large a m ount of testanxiety when it co m es to m ath. To address this concern and to enhance the students sense of satisfaction with the learning outco m e, I plan on m aking m y final assess m ent for the content aperfor m ance task. I believe that by allowing the students to apply the skills that they have learned in theunit to m ore concrete and real-life scenarios I can increase satisfaction while accurately assessing them astery of m aterials. On co m pletion of the assess m ent I will provide detailed feed back on theperfor m ance and suggestions on how to m ake their perfor m ance better.

W orks Cited

Cifuentes, L.; Ozel, S. (2006). Resources for attending to the needs of m ulticultural learners. KnowledgeQuest , 35 (2), 15-21 Retrieved fro m :http://wf2dnvr15.we bfeat.org/W3zIO11199/url=http://content.e bscohost.co m /pdf19_22/pdf/2006/5F8/01Nov06/24339807.pdf? T=P&P=AN&K=24339807&S=R&D=a9h&E bscoContent=dGJyMMvl7ESeqa84y9f3OLC m r0iep7BSsK m 4SbSWxWXS&ContentCusto m er=dGJyMOXp7U m 549%2BB7LHjgfLt8Q AA

David, H.; Carparo, R. (2001). Strategies for teaching in heterogeneous environ m ents while building a

classroo m comm unity. Education , 122, 80-87. Retrieved fro m :http://wf2dnvr13.we bfeat.org/U3zIO1826/url=http://content.e bscohost.co m /pdf13_15/pdf/2001/EDU/01Sep01/5570418.pdf? T=P&P=AN&K=5570418&S=R&D=a9h&E bscoContent=dGJyMMvl7ESeqa84y9f3OLC m r0iep7FSrqu4 TLSWxWXS&ContentCusto m er=dGJyMOXp7U m 549%2BB7LHjgfLt8Q AA

Garcia, Eugene E.(1991). The Education of Linguistically and Culturally Diverse Students: EffectiveInstructional Practices. UC Berkeley: Center for Research on Education, Diversity and Excellence.Retrieved May 31, 2010 fro m : http://www.escholarship.org/uc/ite m /2793n11s

Rotter, Kathleen (2004). Si m ple techniques to i m prove teacher- m ade instructional m aterials for use bypupils with disa b ilities. Preventing School Failure ,48 (2), 38-44.

Soukup, J., Weh m eyer, M., Bashinski, S. , and Bovaird, J (2007). Classroo m Varia b les and Access to theGeneral Curriculu m for Students With Disa b ilities. Exceptional Children, 74 (1), 101-120.

Tom linson, Carol Ann (1999). The differentiated classroom: Responding to the needs of all learners.Alexandria, Va: Association for Supervision and Curriculu m Develop m ent.


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Practice: engaging the intelligences. [explanation of the uses of the various learning styles b roken downby category. Retrieved June 5, 2010 fro m : http://literacyworks.org/ m i/practice/index.ht m l


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Learner SurveyPlease answer the following questions as best as you can

1. What is your Gender? M F

2. What is your Race/Ethnicity?

African- American Caucasian Hispanic Asian East Asian

3. What is your age? _______

4. What su bject to you do best at? ___________________

5. What su bject is your favorite? ___________________

6. What su bject do you do the worst in? _________________

7. What su bject is your least favorite? ________________

8. Would you rather (circle your answer):

a) Look at a slideshow on frogs

b) Listen to a lecture on frogs

c) Go outside and look for and collect frogs

9. Would you rather(circle your answer):

a) read aloud a bout the Declaration of Independence

b) Watch a fil m on the Declaration of Independence

c)

Go see the Declaration of Independence

10. Would you rather work on a m ath pro b lem (circle your answer):

a) with the help of a teacher

b) as part of a group or paired with a friend


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c) by yourself

11. Are you a b le to(Circle all that you can do):

a) Turn on a co m puter

b) Log-in and begin a progra m

c) Save and print a docu m ent

d) Insert a disc and install a progra m

e) Install a printer or scanner

f) Set-up a wireless network

12. Do you use a calculator on a regular basis? _______

Learner Analysis Charles Kelley

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