This document provides a learner analysis of a 7th grade social studies classroom. It describes the demographics of the students, including their ages, socioeconomic backgrounds, prior knowledge based on test scores, and learning styles. The analysis found the students have a range of learning styles, with most being visual/spatial learners. It also found variation in the students' motivation to learn economics, and proposes strategies to increase motivation based on John Keller's ARCS model. These include using manipulatives like fake money and having students apply the economic concepts by running simulated businesses. The analysis cites references on differentiating instruction to meet diverse learners' needs.
From Dr. Robert Peters' presentation at the 2013 Texas Association of School Administrators conference: A Study of African American Mathematics Achievement in High Performing and Marginal Performing Middle Schools in Texas.
This document is my written commentary, or analysis and reflection. It was typed following my lesson plan I taught to the first grade class. It is based upon documentation requirements of the National Board for Professional Teaching Standards.
From Dr. Robert Peters' presentation at the 2013 Texas Association of School Administrators conference: A Study of African American Mathematics Achievement in High Performing and Marginal Performing Middle Schools in Texas.
This document is my written commentary, or analysis and reflection. It was typed following my lesson plan I taught to the first grade class. It is based upon documentation requirements of the National Board for Professional Teaching Standards.
Coun 632 preparing for employment assignmentMorganPalser
This assignment highlights my skills and qualities that make me the best candidate to be a teacher or school counselor. A partner and I read each other's resumes and other job materials and we provided feedback to one another on what we liked and thought could be improved.
For my research project, I decided to study the effectiveness of educators when they have earned tenure status verses when they have not. I discussed how the evaluation process looks different for teachers based on how many years they have been teaching. I also studied the mental health status of teachers who are in different stages of their careers.
3 Ways to Motivate and Empower Students. Student empowerment is part of the shift necessary for learner centered teaching.
Presented at the Spring Faculty Institute at Portland Community College, Spring 2011
The project is about the learning needs of talented and gifted learners and discusses the importance of communication, language and speech with respect to the child development.
Innovative and creative teaching approaches that I developed based on my experiences as a student, tutor and lecturer, first at the elementary school level and later at undergraduate and graduate levels of higher education.
8 PEER RESPONSES DUE IN 20 HOURSFLYER DISCUSSIONGuided.docxfredharris32
8 PEER RESPONSES DUE IN 20 HOURS
FLYER DISCUSSION
Guided Response:
Please respond to at least two of your peers, as early in the learning week as possible so they can make improvements to their final draft. Offer your peers feedback based on the following points:
· Is the flyer clear and easy to follow?
· Is the flyer engaging and does it make you want to attend the workshop?
· Is the objective of the workshop clear? Do you know what you should be learning?
· Do you know who should attend this workshop?
· Does this flyer make you interested in attending the workshop? Why or why not?
· What other suggestions do you have for your peers?
JENNIFER’S POST: (FLYER ATTACHED)
State your degree program- Bachelor of Arts in Early Childhood Education
The position you interviewed for at the University of Arizona Global Campus Multigenerational Center- Assistant Teacher
Your clients- parents and caregivers of babies through children age 10 years old
Title of your workshop- Conscious Discipline (Dr. Becky Bailey)
The topic of your workshop- Conscious Discipline ways and methods for social-emotional growth
Why you chose this topic for your workshop- It is a very helpful program for children that attend the center. We use it here at the multi-generational enter and it would help the children to have the same methods echoed at home. It also lets the parents know what we do and why.
Your biggest concern about hosting this workshop- Some parents may find it too "new school" and not effective.
KELLIE’S POST: (FLYER ATTACHED)
Hello, my degree program I am currently in is Bachelors of Arts Early Childhood Education. I applied for the Assistant Teacher posting. My workshop is geared toward parents who have children attending preschool. The title of my workshop is The Art of Teaching Preschoolers. This particular workshop aims to assist parents with fun and creative ways to keep their preschooler engaged while learning. I choose this topic for my workshop because, during parent-teacher conferences, parents have stressed that their child shows no interest in learning when they are at home. My biggest concern about hosting this workshop is speaking in from of a crowd.
Regards,
Kellie
QUESTIONNAIRE DESIGN DISCUSSION
Respond to at least two of your classmates’ postings by providing evaluations of their questionnaires. Responses to students should be at least 200 words in length. In addition, remember that this is a group discussion forum so be sure to ask questions or provide direction to your classmates as needed. The discussion format was designed to give you an opportunity to learn from your peers and talk about your understanding of different survey research and questionnaires.
SHEMAIAH’S POST:
1. Do you enjoy listening to music?
2. What types of music do you enjoy listening to?
3. What types of food or dishes do you enjoy eating?
4. What activities do you enjoy doing in your leisure time?
5. What culture (s) do you identify w.
Coun 632 preparing for employment assignmentMorganPalser
This assignment highlights my skills and qualities that make me the best candidate to be a teacher or school counselor. A partner and I read each other's resumes and other job materials and we provided feedback to one another on what we liked and thought could be improved.
For my research project, I decided to study the effectiveness of educators when they have earned tenure status verses when they have not. I discussed how the evaluation process looks different for teachers based on how many years they have been teaching. I also studied the mental health status of teachers who are in different stages of their careers.
3 Ways to Motivate and Empower Students. Student empowerment is part of the shift necessary for learner centered teaching.
Presented at the Spring Faculty Institute at Portland Community College, Spring 2011
The project is about the learning needs of talented and gifted learners and discusses the importance of communication, language and speech with respect to the child development.
Innovative and creative teaching approaches that I developed based on my experiences as a student, tutor and lecturer, first at the elementary school level and later at undergraduate and graduate levels of higher education.
8 PEER RESPONSES DUE IN 20 HOURSFLYER DISCUSSIONGuided.docxfredharris32
8 PEER RESPONSES DUE IN 20 HOURS
FLYER DISCUSSION
Guided Response:
Please respond to at least two of your peers, as early in the learning week as possible so they can make improvements to their final draft. Offer your peers feedback based on the following points:
· Is the flyer clear and easy to follow?
· Is the flyer engaging and does it make you want to attend the workshop?
· Is the objective of the workshop clear? Do you know what you should be learning?
· Do you know who should attend this workshop?
· Does this flyer make you interested in attending the workshop? Why or why not?
· What other suggestions do you have for your peers?
JENNIFER’S POST: (FLYER ATTACHED)
State your degree program- Bachelor of Arts in Early Childhood Education
The position you interviewed for at the University of Arizona Global Campus Multigenerational Center- Assistant Teacher
Your clients- parents and caregivers of babies through children age 10 years old
Title of your workshop- Conscious Discipline (Dr. Becky Bailey)
The topic of your workshop- Conscious Discipline ways and methods for social-emotional growth
Why you chose this topic for your workshop- It is a very helpful program for children that attend the center. We use it here at the multi-generational enter and it would help the children to have the same methods echoed at home. It also lets the parents know what we do and why.
Your biggest concern about hosting this workshop- Some parents may find it too "new school" and not effective.
KELLIE’S POST: (FLYER ATTACHED)
Hello, my degree program I am currently in is Bachelors of Arts Early Childhood Education. I applied for the Assistant Teacher posting. My workshop is geared toward parents who have children attending preschool. The title of my workshop is The Art of Teaching Preschoolers. This particular workshop aims to assist parents with fun and creative ways to keep their preschooler engaged while learning. I choose this topic for my workshop because, during parent-teacher conferences, parents have stressed that their child shows no interest in learning when they are at home. My biggest concern about hosting this workshop is speaking in from of a crowd.
Regards,
Kellie
QUESTIONNAIRE DESIGN DISCUSSION
Respond to at least two of your classmates’ postings by providing evaluations of their questionnaires. Responses to students should be at least 200 words in length. In addition, remember that this is a group discussion forum so be sure to ask questions or provide direction to your classmates as needed. The discussion format was designed to give you an opportunity to learn from your peers and talk about your understanding of different survey research and questionnaires.
SHEMAIAH’S POST:
1. Do you enjoy listening to music?
2. What types of music do you enjoy listening to?
3. What types of food or dishes do you enjoy eating?
4. What activities do you enjoy doing in your leisure time?
5. What culture (s) do you identify w.
RUNNING HEAD Professional Philosophy of Education1Profes.docxtoltonkendal
RUNNING HEAD: Professional Philosophy of Education 1
Professional Philosophy of Education
Jaymi Ragin
EDU100: Issues in Education
Dr. John Richard Kay
June 16, 2016
Guided Response: You will respond to your classmates who gave you feedback on your draft post. In addition, post to two classmates on their draft, using the checklist on peer review/feedback to guide your critique. To ensure that everyone receives peer feedback, respond to classmates posts who have no or only one response. Be sure to focus on the thesis statement, topic sentences and paragraphs, research integration, fallacies, and the conclusion. Your initial posts to your classmates should be a minimum of 300-words.
What I plan on doing with my degree after I graduate would be to open my own childcare facility. This has been my dream since I began having my own children. I would like it to be a Montessori type of center we don’t have many out here where I live. I like the concept of children being able to build their own instruments and thing like that. It will help with their developmental process. I am really reaching for my center to be diverse. We will have space for all children no matter the race, culture or disability. My goal is to make all the children feel welcome and ready to learn. I really believe that owning my own center will be a wonderful idea because I really have the passion for teaching and building a safe, loving, caring, educational environment for them. I admire how children feed off of their environment so if they feel safe where they are going they will have no problem wanting to come back to learn every day. I am real big on education especially with my own children. So with that being said when children reach my facility even though they are not my birth children, when they enter the child care environment they should be able to feel loved and welcome. They should be able to talk to you and get to know you as well as you are getting to know them. I see this type of business as a family away from your actually family. I love to push my children and student to dream big and if they work hard they can be anything they want. So with that being said the educational would and business concept of it is really where I need to be.
My theoretical perspective on teaching and learning is that in education the rules, procedure, methods and standards frequently change as time goes on. So with that being said the way you teach and learn information changes as well. There are always new information to gather so you may have to find different ways to keep track of them may it be keeping notes, binders, email things of that nature. When it comes to my teaching methods I don’t normally go by the book all the time. I go off the energy of my students to me they bring out the best in teachers.
Why is education important? Education is the key to life as I learn growing up. Teaching children young and being involved in their learning process will help t ...
SC115 Unit 9 Assignment TemplatePlease enter your menu for .docxjoyjonna282
SC115: Unit 9 Assignment Template
Please enter your menu for the selected scenario in the following tables following the example provided below. Be sure to indicate specific food items (eg, bread) and the amount (2 slices). Then, indicate the number of exchanges in each of the food groups for the food item (eg, 2 grains). If it is a mixed food item, like spaghetti and meatballs, enter the pasta and the meatballs in the appropriate food group columns (see the example below). You may choose not to use all snacks, and do not have to use all of the food groups at each meal or snack, unless you so choose. Make sure to refer to the appropriate MyPlate diagrams in the text to determine the nutritional needs for the scenario that you choose.
Which scenario did you choose? Please put an X before the scenario.
___ 1. Soccer
___ 2. Drawing
___ 3. Skater
___ Male ___ Female
Age X
Meals
Food Item
Amount
Grain
Vegetables
Fruits
Dairy
Protein
Example
Bread, white
2 pieces
2
-
-
-
-
Spaghetti and meatballs
2 cups spaghetti
½ cup sauce
2, 1oz meatballs
4
1
-
-
2
What are the total MyPlate recommendations for the scenario selected above at age 5?
Grains
Vegetables
Fruits
Dairy
Protein
Age 5 Meals
Food Item
Amount
Grains
Vegetables
Fruits
Dairy
Protein
Breakfast
Snack
Lunch
Snack
Dinner
Snack
Daily Total
What are the total MyPlate recommendations for the scenario selected above at age 15?
Grains
Vegetables
Fruits
Dairy
Protein
Age 15 Meals
Food Item
Amount
Grains
Vegetables
Fruits
Dairy
Protein
Breakfast
Snack
Lunch
Snack
Dinner
Snack
Daily Total
What are the total MyPlate recommendations for the scenario selected above at age 80?
Grains
Vegetables
Fruits
Dairy
Protein
Age 80 Meals
Food Item
Amount
Grains
Vegetables
Fruits
Dairy
Protein
Breakfast
Snack
Lunch
Snack
Dinner
Snack
Daily Total
References:
1) Answer the question with 300 words
2) Write feedback for my peers each one 100 woeds
3) So for all homework 600 words
4) 600 words =8 $
The question is (((
Please discuss the following excerpt from page 57.
"Hence, in planning, teachers need to know something about the intellectual predicaments of their students and the questions that logically arise in such predicaments. Teachers, then, create lesson plans that will answer these questions."
Discuss the following excerpt from chapter 4 in association with the implementation of the educational movement toward the Common Core Standards. Existentialism, with its talk of human freedom and its rejection of systems, just does not fit the culture of a nation bent on systematic reform (p. 82).
))))
Peer ...
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DQ 1 for two peopleGuided Response Locate and respond to two cl.docxjacksnathalie
DQ 1 for two people
Guided Response: Locate and respond to two classmates’ posts which contain differing perspectives on the value of action research or that which is different than your own. What new or different perspectives regarding action research do you now have as a result? Provide specific feedback regarding their ideas to improve their practice and how their concepts will impact students. *It is expected for you to follow up by the last day of the week to provide a secondary response to any comments or questions your instructor may have provided. This is part of the grading criteria as a demonstration of critical thinking.
# 1 response I need answer
Brianna McPhatter
6/11/2015 10:57:23 AM
Discussion One
Part One: According Eileen Ferrance (2000) in Themes in education: Action research, action research “involves people working to improve their skills, techniques, and strategies. Action research is not about learning why we do certain things, but rather how we can do things better. It is about how we can change our instruction to impact students” (p. 9). Considering this perspective as well as the information in Chapter 1 of Action Research: A Guide for the Teacher Researcher, factors that bring value to action research, differentiating it from traditional educational research are having decision-making authority, more commitment to continuous professional development and school improvement, information gathered will help teachers with reflection and creating better action plans (Mills, 2014).
Part Two: Ferrance (2000) adds, “One of the drawbacks of individual research is that it may not be shared with others unless the teacher chooses to present findings at a faculty meeting, make a formal presentation at a conference, or submit written material to a listserv, journal, or newsletter” (p. 9). Considering that my final project will be an action research proposal presentation, this will lead me to improve my practice and make changes to instruction to positively impact students by using research to better inform myself about what needs to be done to improve the development of students.
Part Three: The article addresses additional comparisons between action and traditional research. The article stated that, “is a powerful tool for (…) education and promotion practitioners who want to focus on improving the quality of their programs and services” (Acosta & Golts, 2014).
References
Acosta, S., & Goltz, H. H. (2014). Transforming practices: A primer on action research.
Health Promotion Practice, 15(4), 465-470. doi:10.1177/1524839914527591
Ferrance, E. (2000). Themes in education: Action research. Providence, RI: LAB at
Brown University. Retrieved from http://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/act_research.pdf
Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.).
Boston, MA: Pearson Education, Inc.
# 2
Julie Danks
6/10/ ...
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2. LEARNER ANALYSIS
Introduction
My teaching and learning is taking place in my social studies classroom at Bay
Springs Middle School. Bay Springs is a Title-I public school located about 45 miles west of
Atlanta, in a rural area. My learners range between the ages of 11-13 and are all considered 7th
grade students. The instructional time I am allotted with my group of learners is 50 minutes a
day. The standard I am basing our instruction around is from the Georgia Performance
Standards: SS7E8 The student will analyze different economic systems.
Demographics
According to my interview with the students, they mildly range in difference of socio-
economic statuses. I found this information out through asking vague questions that only carried
meaning for myself. According to Appendix-A, question numbers 4 and 5 give me an idea of a
household income. Question 4 is a more obvious approach to my research, while question 5 is
referring to a Carroll County program called FERST Foundation that gives 5 brand new books
per month to a low-income household for grades K-5. Both of these questions are great in
determining income without me having to do invasive research. I also asked questions about
their age and race so I understood where a learning gap could possibly exist or already is present.
The data received from the interview is readily available to you in Appendix-A.
Entry Skills and Prior Knowledge
I gave my students a pre-test in a survey format as well as looking at past CRCT-scores
in this particular subject, in order to determine their prior knowledge to this standard. According
to my data, there seemed to be a decent amount of knowledge of the standard when taking the
3. LEARNER ANALYSIS
CRCT in 6th grade, however, the pre-test I gave over the 7th grade standard showed otherwise.
This tells me that knowledge of the standard was not fully retained, and/or the standard from last
year does not have to be taught to the same caliber it needs to be in the 7th grade. My conclusion
of their prior knowledge would be that there is a foundation of the standard due to previous
CRCT scores but no real concept due to the pre-test. The pre-test and CRCT scores are located in
Appendix-B.
Academic Motivation
The motivation of this standard is some to be blamed on the fact it is not being retained
and is such a hard concept to be learned. Economies are not the easiest concept to relate to at the
age of 12. I have learned over the past four years that the motivation for this standard is very
apathetic. When the student’s apathy starts to surface, I tend to become very discouraged as I
teach the standard making me also wonder if my discouragement is hindering me from teaching
it correctly. In appendix-A, I asked questions in a survey format to see how motivated they were
to learn new topics in my class and then got specific and asked about how motivated they were to
learn the topic of economics. Results were surprising. Many were motivated to learn a new topic,
but only about half were eager and motivated to learn about economics, until I re-worded the
question and asked if they would be more motivated if they found out how economics were
related to their future.
Motivational Strategies
I plan to use John Keller’s motivational model using activities and assignments to gain
their attention, promote relevance, ensure confidence, and give feedback for satisfaction
purposes. The essential question is what activities will best be used to make sure this model is
4. LEARNER ANALYSIS
used correctly. I want to start by arousing their interest in giving the class money, monopoly
money of course, and telling them that they can spend the money in my treasure chest which I
have for the class. This should make all of the students perk up. The will be a big “but!” They
will have to belong with a chosen group and be hands on in replicating a type of economy we are
learning about once I teach them. When choosing the economy, they can create a business they
would like to run at the school which will be something they can relate to such as a school
supply store, a bake sale, etc.. If they represented the economy appropriately, then they will not
have to pay a fine with the monopoly money and they will get to use it in the treasure chest box.
There are many more activities and strategies I am brainstorming through. I am not set on one
quite yet.
Learner Characteristics
I wanted to first gather data on how my learners ‘learn” best. I looked online to find the
best assessment to give to my students that could help them as well as me as to see what type of
learners they were. I used a website located in Appendix –C which contained an assessment to
find a person’s learning style. This test was printed off and administered. I told them I would
help them with wording and reading if they just answered the statements honestly. I explained to
the target learners that it will be beneficial for them to know how they learn best because it will
make education easier for them to know their strengths. I noticed I do have a range of different
races and ethnicities within my classroom. Some may include problematic learning situations
when it comes to some vocabulary or come from homes where very little real world experience
is present for them to concept money and how a business should work. I gathered some articles
that give me excellent tips to help in meeting specific learner’s needs. Some ideas already
confirm that my ideas are on the right track. References are listed below.
5. LEARNER ANALYSIS
Accomodations
Many times accommodations are separated among those that need them and those that do
not. I like to make my accommodations vague, so students do not always realize that something
is different within their group. I will have laptops readily available for ALL students for their
assignment so they may either type notes or look up information on the given topic which is
something that usually places interest on the topic. I will also place the learner with disabilities in
a high achieving group so they may learn more from them. I might even place the special ed
student with a specific task in the group according to their learning style knowing that is where I
will see the most achievement. I have attached references of journal articles with a list of great
strategies that I plan to utilize throughout this lesson. Some of these articles give great ideas in
order break the learning gap.
6. LEARNER ANALYSIS
References
Christensen, Douglas D. and Team of Writers. (1996). Teaching strategies for students with
diverse learning needs. Nebraska social studies framework. Retrieved from
http://www.nebraskasocialstudies.org/pdf/tsfswdln.pdf
Davis, Barbara G. (1993). Tools for Teaching. Diversity and Complexity in the Classroom:
Considerations of Race, Ethnicity, and Gender. San Francisco, JosseyBass Publishers.
McGrail, Laura. (1998). Modifying Regular Classroom Curricula for High-Ability Students.
Gifted Child Today, 21(2).
Ripley. Suzanne. (1997). Teaching students with special needs. Retrieved from
http://www.teachervision.fen.com/special-education/new-teacher/48460.html?page=1
Rodriguez, Brenda. (1998). Critical Issue: Meeting the Diverse Needs of Young Children.
http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea400.htm
Willoughby, Jennipher. (2005). Teaching Today. Differentiating Instruction: Meeting Students
Where They Are. Retrieved from
http://www.glencoe.com/sec/teachingtoday/subject/di_meeting.phtml
Appendices
Appendix A: Student Survey:
(Questions asked individually on paper)
1.Whatis your name? _________________________________________________ _
2.How oldare you? _____________________________________________________
3.Whatis your race? Circle one: Hispanic
African American
Caucasian
Asian
Pacific Islander
Native American
Other
7. LEARNER ANALYSIS
4.Do you receive free or reducedlunch? ____________________________________
5.Have you ever receivedFERSTfoundation booksatany given time? ________________
6. On a scale from 1-5, how motivated are you to learn a new topic in my class? 1 being not interested and 5 being extremely
interested. Circle one: 1 2 3 4 5
(three students chose 4, one student chose 2, and nine students chose 5)
7. On a scale from 1-5, how motivated are you to learn about economiesasa new topic in my class? 1 being not interested and
5 being extremely interested. Circle one: 1 2 3 4 5
(six students chose 2, three students chose 1, two students chose 4, one chose 5)
8. On a scale from 1-5, how motivated are you to learn about economiesasa new topic in my classif you findouthow it will
affectthe rest of your life? 1 being not interested and5 being extremely interested. Circle one: 1 2 3 4 5
(four students chose 2, four students chose 3, three students chose 4, two students chose 5)
Appendix- B-
Pre/Test not included in appendix
(The 6TH
Grade CRCTnumbers are only receivedthroughinformation regarding the standard)
Student 1 - Pre-test 2/10 CRCT- 4/8
Student 2- Pre-test 1/10 CRCT- 2/8
Student 3- Pre-test 8/10 CRCT-7/8
Student 4- Pre-test 3/10 CRCT– 6/8
Student 5- Pre-test 4/10 CRCT- 7/8
Student 6- Pre-test 5/10 CRCT- 5/8
Student 7- Pre-test 3/10 CRCT-3/8
Student 8- Pre-test 7/10 CRCT-7/8
Student 9- Pre-test 2/10 CRCT-1/8
Student 10- Pre-test 4/10 CRCT-2/8
Student 11- Pre-test 2/10 CRCT7/8
Student 12- Pre-test 3/10 CRCT7/8
Student 13 – Pre-test 2/10 CRCT6/8
8. LEARNER ANALYSIS
Appendix –C
Learning Style Assessment- Gardner’sMultiple Intelligences
Learning Styles Self-assessment
Score eachstatement in the columnsbelow by giving yourself the appropriate number:
1 - Not Like Me
2 - A Little Like Me
3 - Like Me
4 - A Lot Like Me
Write Letters 1-4 that beside the statement.
1. I feel the best way to remember something isto picture it in my head
2. I follow oral directionsbetter than written ones
3. I often wouldrather listen to a lecture than read the material in a textbook
4. I am constantly fidgeting (e.g. tapping pen, playing withkeysin my pocket)
5. I frequently require explanationsof diagrams, graphs, or maps
6. I work skillfully withmy hands to make or repair things
7. I often prefer to listen to the radio than read a newspaper
8. I typically prefer information to be presented visually, (e.g. flipchartsor chalkboard)
9. I usually prefer to stand while working
10. I typically follow written instructionsbetter than oral ones
11. I am skillful at designing graphs, charts, andother visual displays
12. I generally talk at a fast pace anduse my hands more than the average person to communicate what I wantto say
13. I frequently sing, humor whistle to myself
9. LEARNER ANALYSIS
14. I am excellentat finding my way aroundeven in unfamiliar surroundings
15. I am goodat putting jigsaw puzzlestogether
16. I am alwayson the move
17. I excel at visual arts
18. I excel at sports
19. I'm an avidcollector
20. I tend to take notes during verbal discussions/lecturesto review later
21. I am verbally articulate andenjoy participating in discussions or classroomdebates
22. I easily understandand follow directionson maps
23. I remember best by writing thingsdown several times or drawing picturesanddiagrams
24. I need to watcha speaker'sfacial expressionsandbody language to fully understandwhat they mean
25. I frequently use musical jinglesto learn things
26. I often talk to myself when alone
27. I wouldrather listen to music than view a piece of artwork
28. I need to actively participate in an activity to learn how to do it
29. I frequently tell jokes, stories andmake verbal analogiesto demonstrate a point
30. I frequently touch others as a show of friendship andcamaraderie (e.g.hugging)
Conclusion: After gather this assessment I have much more visual/spatial learners in
my class than any other intelligence and definitely more vs. auditory/ learners. I have
more interpersonal learners vs. intrapersonal learners. I had no erythematic/musical
learners in my group but I did have a few students that ranged under the
bodily/kinesthetic intelligence and a couple more students that leaned more toward the
mathematical/logical intelligence. This goes to show I am working with a wide variety of
intelligences and need to format my assignments to somehow accommodate each one.
10. LEARNER ANALYSIS
Scoring Rubric for Learner Analysis
0 3 5 Score
Learners Selected a group of
learners that is not an
appropriate target
sample
Selected a group of
learners that is
appropriate; sample size is
less than or equal to 8
Identifies demographics of
learners
Selected a group of learners that
is an appropriate target audience
for the selected Standard/Goal
and contains sufficient number of
learners (8 or more).
Identifies a broad range of
learner characteristics and
includes supporting data from the
target learners.
0 1 2 Score
Gardner Does not identify
differences among
learners
Identifies differences, but
does not use Gardner's MI
theory.
Utilizes Gardner's multiple
intelligences to describe learners'
intelligence preferences and
strengths; includes instrument
and original data from students.
0 1 2 Score
Special Needs Does not include
special needs
information
Identifies special needs of
learners, but does not
describe accommodations
for those learners.
Identifies special needs of
learners. Cites at least 3
references for specific methods
of meeting learners' needs.
0 1 2 Score
11. LEARNER ANALYSIS
Culture/Ethni
city
Does not include
culture or ethnicity
information
Describes how culture
and/or ethnicity might
influence target learners,
but does not listmethods
for meeting needs of
learners from different
cultural or ethnic
backgrounds.
Describes how culture and/or
ethnicity might influence target
learners Cites at least 3
references for specific methods
of meeting the needs of
learners of different cultural
and/or ethnic backgrounds.
0 1 2 Score
Motivation Does not include
motivation
information
Includes motivation
information, but does not
list strategies for
motivation
Includes motivation information
and strategies for motivation
Uses ARCS terminology or
structure
0 1 2 Score
Form Poorly organized
report
Section headings
provided were not
used
Several spelling and
grammar errors that
distracted the reader
APA Style not applied
to reference list
Some section headings
provided were addressed
More than three spelling or
grammar errors that
distracted the reader
APA Style attempted
Well organized report
Provided section headings were
addressed
Few, if any, spelling and grammar
errors that distracted the reader
APA Style applied to reference list
Total (Max 15) /15