Mary Frances Pinson FRIT 7430: Instructional Design Learner Analysis Introduction The Learner Analysis will be taking

place in a 2nd grade classroom of a public school in the Glynn County School System. There will be 17 students participating, all of which will be working toward a common goal. The goal for this analysis will focus on the Georgia Performance Standard M2D1. This state standard says, Students will create simple tables and graphs and interpret their meaning. (Georgia Performance Standard 1). There are two elements the standard focuses on, a. Create, organize and display data using pictographs, Venn diagrams, bar graphs, picture graphs, simple charts, and tables to record results with scales of 1, 2, and 5. b. Know how to interpret picture graphs, Venn diagrams, and bar graphs. (Georgia Performance Standards 1). Demographics Table 1 below shows the data relating to the population of the 2nd grade students that will be participating in the Learner Analysis. The names of each student on the class roster were replaced with a number. The table then shows the representation of the students by their sex, ethnicity, and if they receive EIP services. Of the 17 students, there are ten males and seven females; there are one Mixed, one Hispanic, three Caucasian, and twelve African American students. This data was retrieved from the students cumulative folder/permanent record. Table 1: Demographics

Student #
1 2 3 4 5 6 7 8 9 10 11

Sex
Male Male Male Male Male Male Male Female Male Female Female

Ethnicity
Caucasian African American African American Hispanic Caucasian African American Caucasian African American African American African American African American

12 13 14 15 16 17

Male Female Female Female Female Male

African American Mixed African American African American African American African American

Entry Skills and Prior Knowledge A pre-assessment was given to the students to determine the prior knowledge of the unit standard/goal. The pre-assessment was 21 questions that showed three graphs and charts that will be studied through the unit, a tally chart, a bar graph, and a pictograph. Each question had the student analyze and interpret the graphs. This assessment will help me determine the area that I will need to focus on more when creating the unit. Table 2 shows the scores of the students after the pre-assessment. Table 2: Pre-Assessment

Student #
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

PreAssessment Score
15/21 2/21 17/21 16/21 7/21 12/21 5/21 13/21 12/21 15/21 14/21 14/21 12/21 6/21 4/21 13/21 10/21

The students were also given a questionnaire with four questions pertaining to the students interest level in math and how they feel they work best when learning math. The questionnaire can be found in Appendix A. Table 4

in the section of Learner Characteristic will better explain the distinguishing characteristics that the students feel they have when learning during a math lesson. Academic Motivation In my experience as an educator, I like to encourage my students that as a team we are trying to reach a common target and that we cannot leave a team mate alone. With that, I encourage my students to ask questions when they have one. It is with this, that I see students helping each other, which gives me an opportunity to see how other students are using the units vocabulary as they explain to it to their classmates. As they re-teach something in their own terms, I can observe if they are truing understanding the material if they are able to duplicate what has been taught. It is in this way, that the students see that they can be proud and find satisfaction in their accomplishments of meeting a goal as a team, that not all things deserve a physical reward in the end. Motivational Strategies These generations of students live in an instant world where things happen instantaneously and technology in our classrooms help in the learning process. I hope to incorporate the rooms ACTIVE board to use tools to help foster the skills needed to be successfully reach our goal. Also using computer software such as Success Maker and Study Island can be used in small group to allow the students to use the skills learned. Scores from these programs will also help pinpoint student needs throughout the unit. The use of technology throughout this unit follows the Motivation Design of John Kellers ARCS Model. The ARCS model is a problem solving approach to designing the motivational aspects of learning environments to stimulate and sustain students motivation to learn. (Keller 1). Using interactive games through small or whole group instruction can keep the attention of the students longer. Having the students using known computer skills and learning new skills keeps the students relevant to the use of new tools of learning. The more practice using these tools during the unit can build confidence in the material and subject matter to benefit the student to reaching their goal and as that confidence is being built, satisfaction is found when the student sees the success and progress they are making throughout the unit. Educational and Ability Levels During the three-week unit, some students will be receiving Early Intervention Program, EIP, services five days a week. This means that during small group math an EIP teacher will be pulling into the classroom to assist these students in a more guided small group, utilizing the time to focus on the skill of the standard. Table 3 below shows that of the 17 students participating, there are four students who will be supported through EIP. Table 3: Early Intervention Program

Student #
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

EIP/Non-EIP
Non-EIP EIP Non-EIP Non-EIP Non-EIP Non-EIP EIP Non-EIP EIP Non-EIP Non-EIP Non-EIP Non-EIP Non-EIP EIP Non-EIP Non-EIP

Learner Characteristics As previously mentioned, the students were given a questionnaire to help determine personal feelings toward the subject of mathematics. Table 4 shows each students agreement or disagreement toward each question. Table 4: Questionnaire Q1: Math is easy to learn. Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Agree Q2: Small Group/Large Group Agree Disagree Agree Agree Agree Disagree Disagree Agree Disagree Agree Disagree Disagree Agree Disagree Agree Agree Q3: Understandi ng using graphs/chart s. Agree Disagree Disagree Agree Agree Agree Agree Agree Agree Agree Agree Agree Disagree Agree Agree Disagree Q4: Prior use of graphs and charts. Disagree Disagree Agree Agree Agree Agree Disagree Agree Disagree Agree Agree Agree Agree Disagree Agree Agree

Student # 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

17

Agree

Disagree

Disagree

Disagree

This particular school is Title One. Many of the students come from low-income families where the students are on a free and reduced lunch. Parent involvement is also very limited. Also seen in Table 1 of the demographics, more than half of the students in the analysis are African American. Knowing this, I understand that I will need to send home resources for both the students and parents to use at home as an extra review. Question 2 helps me understand how the students feel that they learn best. Small group and whole group instruction are a big part of our daily schedule and it is important to utilize the time wisely. It is also important to take into account Gardners Intelligences. The most obvious of the intelligences that will be seen throughout this unit, will be the Linguistic Intelligence, which includes reading, writing, listening, and speaking. The Logical-Mathematical Intelligence will also be evident through the performance of calculations as the students analyze and interpret data from graphs and charts. The student themselves will discover their Interpersonal Intelligence as they begin to having insight into ones own thoughts. (Gardner 1). Accommodations Accommodations will have to be made for students that are seen early on and throughout the unit that are not grasping the concept of the unit. When this is seen, it will be important to first find the area that the student(s) may be experiencing difficulty. Because this unit will also be incorporating other mathematical skills such as addition and subtraction, these two areas will probably be the major set backs for the students. A good accommodation for those students will be drill and practice using flash cards. Each classroom in our school has a set of Flash Masters that help build on those basic skills. An interactive game online for students is found on Gamequarium at, http://www.gamequarium.com/addition.html. I also encourage students to help each other. For the lower achieving students, I like to pair them with a higher student to have them share with their partner their strategies for learning these math facts. It will be essential that these students to have these accommodations daily. References Georgia Department of Education- Georgia Standards. (2010). K-2 Mathematics Georgia Performance Standards Grade 2. Retrieved from https://www.georgiastandards.org/Standards/Georgia%20Performance %20Standards/Grades_K2_Mathematics_Standards_REVISED_Septembe r_11_2008[a].pdf. Keller, J.M. (2006). Motivation Design. What is the ARCS Model? http://www.arcsmodel.com/Mot%20dsgn%20A%20model.htm.

Gardner, H. (2006). Gardners Multiple Intelligences. http://wilderdom.com/personality/L24GardenerMultipleIntelligences.html. Appendix A. Name:_______________________________________________________ For each question, circle if you agree and if you disagree. 1. Math is easy to learn. agree disagree

2. When working math problems, I work better in a small group than in a large group. agree disagree 3. I understand things better when organized in a chart or visual aid. agree disagree 4. I have used graphs and charts to organize data before. agree disagree