ITEC 7430

Assignment # 1

Learner Analysis

Renée Jackson

Assignment # 1
Learner Analysis

Information Literacy Standards

Standard 5: The student who is an independent learner is information literate and
appreciates literature and other creative expressions of information.

1. Target Learners

This is a simulated class of 9th grade Literature and Composition students. The class
totals 16 students. There are 8 males and 8 female students in the class. About half of
the students in the class are *socio-economically disadvantaged and qualify for free or
reduced lunch program. A third of the students live with single parents. One student has
asthma and two have been diagnosed as ADD and are on medication. One student has
dyslexia. There is one student whose first language is Spanish and is considered LEP.
The students’ reading level information will be gathered from an interview with their
Literature and Composition teacher and their scores from the 8th Grade CRCT and
Georgia Grade 8 Writing Assessment will be analyzed to check for student readiness for
9th grade curriculum and used in the instruction design.

Student Gender Age Ethnicity First Reading Writing Special

ID# Language Level Score Needs
1 Male 14 African-American English
2 Female 14 Asian English
3 Male 15 Multi-Racial English ADD
4 Male 14 Hispanic English
5 Female 14 Caucasian English
6 Female 14 African-American English
7 Male 14 Caucasian English ADD
8 Female 15 Hispanic Spanish LEP
9 Male 14 African-American English
10 Male 14 Caucasian English
11 Female 14 Caucasian English
12 Female 14 Hispanic English
13 Female 14 Caucasian English
14 Female 14 African-American English Dyslexia
15 Male 14 African-American English
16 Male 14 African-American English

* This portion of the simulated information is based on 2007 - 2008 Georgia Department of Education data
on Rockdale County students at http://reportcard2008.gaosa.org/
(S(2tk4frnd0xmz5z55exvjua55))/k12/demographics.aspX?
ID=722:ALL&TestKey=EnR&TestType=demographics which shows 51% of all students are socio-
economically disadvantaged, 4% of all students as LEP and 9% with disabilities.

CRCT and EGWA Scores

The following data was collected from the Georgia Department of Education
http://reportcard2008.gaosa.org/(S(n45rliuf2foje555fdit43aj))/k12/reports.aspX?
ID=722:ALL&TestKey=C*8&TestType=qcc and shows the Reading and Language Arts
scores for all Rockdale County students on the 8th grade CRCT test by demographics as
follows:

2007-2008 Rockdale County 8th Grade CRCT Reading Scores

Ethnicity % Does Not Meet % Meets % Exceeds
Asian N/A 52 48
Black 5 80 16
Hispanic 19 73 8
White 1 70 28
Multi-racial 5 86 10

Gender % Does Not Meet % Meets % Exceeds

Male 7 77 16
Female 3 75 22

With Disabilities % Does Not Meet % Meets % Exceeds

21 76 3

LEP % Does Not Meet % Meets % Exceeds

45 55 0

Disadvantaged % Does Not Meet % Meets % Exceeds

8 81 11

2007-2008 Rockdale County 8th Grade CRCT Language Arts

Ethnicity % Does Not Meet % Meets % Exceeds
Asian 4 26 70
Black 10 64 25
Hispanic 25 54 21
White 4 54 42
Multi-racial 12 62 26

Gender % Does Not Meet % Meets % Exceeds

Male 13 61 26
Female 6 58 35

With Disabilities % Does Not Meet % Meets % Exceeds

33 63 4

LEP % Does Not Meet % Meets % Exceeds

61 39 0

Disadvantaged % Does Not Meet % Meets % Exceeds

14 64 21
Data collected from the Georgia Department of Education
http://reportcard2008.gaosa.org/(S(b43kmjziyvpqou55miy5k355))/k12/reports.aspX?
ID=722:ALL&TestKey=WR8&TestType=qcc show the scores for all Rockdale County
students on the Eighth Grade Writing Assessment by demographics as follows:

2007-2008 Rockdale County Eighth Grade Writing Assessment

Ethnicity % Below Target % On Target % Exceeds Target
Asian 5 86 9
Black 20 76 4
Hispanic 25 73 2
White 9 83 8
Multi-racial 13 85 3

Gender % Below Target % On Target % Exceeds Target

Male 22 75 3
Female 12 82 7

With Disabilities % Below Target % On Target % Exceeds Target

52 48 0

LEP % Below Target % On Target % Exceeds Target

50 50 0

Disadvantaged % Below Target % On Target % Exceeds Target

22 76 1

This data shows that the majority of Rockdale County students were Meets and Exceeds
on 8th Grade Reading and Language Arts and On or Exceeds Target on the Eighth Grade
Writing Assessment. Therefore, they should be at a readiness level for 9th grade
Literature and Composition curriculum. It does show that there is a possibility that the
LEP student and the students with disabilities could need extra help with 9th Grade
Reading, Language Arts, and Writing. Of course, were data available for target learners,
the interview with the classroom teacher and the individual’s student records should be
consulted for the actual student scores.

2. Multiple Intelligences
Students will be surveyed on their learning styles, preferences, proficiency in use of
various forms of technology, and information gathering skills. Students will take the
Kiersey Temperament Sorter personality test available at http://www.keirsey.com/ to help
learn their personality type. The free Personal Learning Styles Inventory from The Center
for New Discoveries in Learning, Inc. can also be completed by students online with
immediate results given at
http://www.howtolearn.com/freelearningstylesinventory.html.

A survey that combines questions pertaining to the students’ multiple intelligences,

preferences, and proficiency in use of technology and information gathering skills will be
given at the start of the project.
Learning Analysis Survey

Student Number:_________

Please answer the following questions by circling your choice.

1) What is your age?

13 14 15

2) What is your gender?

Male Female

3) What is your race?

Asian Black Hispanic White Multi-Racial Other

4) Which art form is your favorite?

Music/Song Painting/Drawing Video/Photography Acting/Dance Story/Poem

5) Which art form do you like the least?

Music/Song Painting/Drawing Video/Photography Acting/Dance Story/Poem

6) Do you like to read?

Yes No

7) What is your favorite way to learn in class?

Working in a small group

Working by yourself
 Working with the teacher and whole class

8) What is your best way to learn?

Hearing the teacher explain something

Watching a video or reading about something

Actually doing something on your own or touching something

9) Do you know how to look for a book or information in the media center?

Yes No Somewhat

10) Do you like to use computers to create projects or learn?

Yes No Somewhat

11) Do you like to play games on the computer?

Yes No Somewhat

12) Do you like to sing or listen to music in your free time?

Yes No

13) Do you play a musical instrument?

Yes No

14) Are you good at sports or dancing?

Yes No
15) Do you learn best by doing something with your hands?

Yes No

16) Do you like to do crossword puzzles or word games?

Yes No

17) Do you like to do plays or act things out?

Yes No

18) Do you like to write stories or songs?

Yes No

19) Do you like animals or plants?

Yes No

20) Is protecting the environment important to you?

Yes No

21) Is math or solving brain teasers easy or fun for you?

Yes No

22) . Are you good at spotting patterns?

Yes No

23) Do you like to put together jigsaw puzzles?

 Yes No

24) Is it easy for you to read maps, charts or graphs?

Yes No

25) . Do you like talking to or helping other people?

Yes No

26) Do you get along well with different types of people?

Yes No

27) Do you like spending time alone or having a quiet time to think?

Yes No

28) Do you like to write about your thoughts and feelings?

Yes No

29) Do you create or remember music easily?

Yes No

30) Do you match your feelings to music you hear?

Yes No

31) Do you like to sing, hum, or dance to music?

Yes No
32) Do you know how to use a digital camera?

Yes No Somewhat

33) Do you know how to use a digital video camera?

Yes No Somewhat

34) Do you like to spend time outdoors?

Yes No

35) Do you like to observe animals?

Yes No

36) Do you listen to the sounds of nature?

Yes No

37) Do you like to work in a space with a lot of light?

Yes No

38) Do you like to work in a space that is very quiet?

Yes No

39) Do you like to work in situations where there are clear solutions?

Yes No

40) Do you like to listen to music when you read or study?

 Yes No

41) Do you like to doodle or draw?

Yes No

42) Do you like to take things apart and put them back together?

Yes No

43) Do you like to have a lot of friends?

Yes No

44) Do you like to learn by listening?

Yes No

45) Do you like to tell jokes or riddles?

Yes No

46) Do you prefer audio books to actually reading books?

Yes No

47) Do you like to ask questions?

Yes No

48) Do you like to figure things out and analyze situations, or work with numbers?
Yes No
49) Do you feel you need help when you look up information in the media center?
Yes No
 50) Do you feel confident when you use a digital camera or video camera?
Yes No

The results of the above survey I created would be compiled into a table showing the
student’s multiple intelligences, skills, knowledge, and competencies. This information
and the information from the two online surveys would be used to create the learner
environment best suited for the students.

Student Learner Compilation Table

Student Multiple Art Form Social Computer Library Camera

# Intelligence Preference Preference Aptitude Skills Aptitude
s
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

Because I am using a simulated class and do not have actual data, I am going to give
some examples for how each of the intelligences can be addressed in instruction for two
of the indicators for my chosen standard:

Information Literacy Standards

Standard 5: The student who is an independent learner is information literate and
appreciates literature and other creative expressions of information.
Indicator 2: Derives meaning from information presented creatively in a variety of
formats.
Indicator 3: Develops creative products in a variety of formats.
Linguistic intelligence: These students should find that they are very capable of
accomplishing the goals of this standard. These students will most likely enjoy the
creative reading and writing. They may choose to write poems or plays, and possibly
want to perform a play.

Logical-mathematical intelligence: These students will probably appreciate a timeline

for assignments. They will possibly ask questions and want to know how things work.
They may want to create a video game for their expression of creativity.

Musical intelligences: These students will probably choose to express their creativity
with songs, music, dance, or by adding music to their project in some way. They may
wish to listen to music as they read or work on their project.

Bodily-kinesthetic intelligence: These students may wish to act in a play or create a

dance. They may choose to create a piece of art or make a model that allows them to
move or use their hands. They may wish to use a camera and make a video so they can
be moving while creating their project.

Spatial intelligence: These students may wish to draw or paint a picture to show their
understanding of the project. They may wish to use design heavily in their project. They
may find it helpful to create diagrams or visualize their project.

Interpersonal intelligence: These students may appreciate the opportunity to work with
others on a project or to brainstorm. They may wish to help other students that could use
assistance. They will probably want feedback from other students on their projects.

Intrapersonal intelligence: These students will probably appreciate having some alone
time to work on their creative projects. They will appreciate working at their own pace
with a self-directed project. They will probably want to listen to all the directions of the
project and reflect on them before beginning their work.

Naturalist intelligence: These students make wish to create a project which includes
time spent outdoors or that involves animals or other forms of nature. They may
appreciate time outdoors to collaborate or reflect on their project.

3. Special Needs
In my simulated class of students I included 2 students with ADD, one with dyslexia, and
one student LEP student.

Special Accommodations for students with Attention Deficit Disorder (ADD):

1. Help these students stay organized by presenting a clear syllabus, an outline, checklist
and written instructions for the assignment. Putting assignments and instructions on web
pages that can be accessed outside of school would be helpful because these students
tend to misplace papers.
2. Begin lessons with a quick summary and review. Having the student in close proximity
to the instructor will help keep them on task. Creating a quiet work space free of
distraction will also help the ADD student focused on the task at hand. Using an
overhead projector along with oral presentations will help the ADD student keep up in
class. Keep eye contact while giving instructions and if possible ask a friend or fellow
student to act as a buddy the student can consult with about questions if the instructor is
unavailable. Surround them with good role models.

3. Allowing ADD students to use a tape recorder to record lessons and instructions,
allowing them to use computer instead or pen and paper to take notes, and allowing the
use of headphones during independent work would also all be helpful. Allow extra time
for the students to complete tasks.

http://www.bced.gov.bc.ca/specialed/adhd/plan.htm

http://www.kidsource.com/kidsource/content2/add.html

http://www.ldonline.org/article/Strategies_for_Teaching_Youth_with_ADD_and_ADHD

Special Accommodations for students with Dyslexia:

1. Students with dyslexia may require additional time to complete assignments so it may
be necessary to condense the assignment. If reading will be required in class, give the
student the material ahead of time and allow them to practice or tape the reading for
class use.

2. Provide students with dyslexia outlines and lecture notes. Present the whole picture of
an assignment first then breakdown the lesson into small parts. Allow the student to
record class lectures and use audio books when available. Allow the student to move
their lips when they are reading silently.

3. Seat the student in the front of the class and allow a fellow student to be a helper when
necessary. Read directions for assignments aloud. Put directions for assignments in the
same location each time. Start each lesson with a review of prior knowledge.

http://specialneedseducation.suite101.com/article.cfm/classroom_strategies_for_dyslexia

http://teachingtoday.glencoe.com/howtoarticles/helping-dyslexic-students-succeed

http://www.dyslexia-teacher.com/index.htm

Special Accommodations Limited English Proficiency students (LEP):

1. Provide the LEP student with written instructions and assignments ahead of time so
they can have time to read it or have it translated for them. Use an overhead projector for
notes and use visuals whenever possible. Use models and examples to show what is
expected. Use multi-sensory and hands-on activities.
2. Have the student sit near the front and allow for a student peer to help make sure the
LEP student is on the right page of a book, is at the correct website, or is taking down the
correct notes. Repeat instructions slowly and in different words if it is especially
important.

3. Check to see if materials are offered in a bi-lingual format. Allow for special software to
be used if available. Provide a bi-lingual dictionary. Provide students with copies of notes
and instructions so less note taking will be required. Encourage interaction by group or
peer work. Use the reciprocal learning strategy by having the student teach what they
have heard or read back to a peer or instructor.

http://www.google.com/search?
hl=en&q=teaching+strategies+for+hispanic+LEP+students&btnG=Search&aq=f&oq=&aqi
=

http://cehd.umn.edu/NCEO/Presentations/NCEOlepiepASCD032004.ppt#321,40,Science
Strategies

http://www.everythingesl.net/inservices/goal3.php

4. Diverse Cultures
The simulated target population does represent a diverse group of learners that reflect
the ethnicities of the county population. However, here are some basic strategies for
instruction in a diverse classroom.

1. Use a variety of learning activities and instructional strategies to accommodate diverse

cultures. This will allow students to learn in their own cognitive, and communication style,
and aptitude. Provide a variety of options for completing assignments.

2. Consider students’ culture and language skills when making assignments or creating
instruction. Respect diverse cultures and customs when speaking to students. Teach in
context of the learner’s culture. Be positive about their community and family.

3. Make frequent reviews of content and check for progress frequently. Communicate
high expectations of all students. Create an atmosphere of success. Require skill
mastery. Share the responsibility of instruction by having students lead a discussion or
teach a lesson.

http://www.ericdigests.org/2000-3/critical.htm

http://www.teachervision.fen.com/teaching-methods/resource/6039.html

http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml

5. ARCS Model
Attention: I will gain the attention of the learners by showing that information can be
presented creatively using a variety of formats for the same literary material. For
example, a film and a book by the same title will be used to show the same literature in
two formats. Students will be asked to choose a book from their summer reading list to be
the basis for their project.

Relevance: Students will be given the opportunity to choose their subject and the format
in which they will create their project. This project will use their existing skills and build
new mastery and possibly provide a job skill or component for a career or hobby.

Confidence: Confidence will be built in the students by knowing their objective is

achievable. The goal of the project will be clearly presented along with performance
guidelines and evaluation criteria. The students will have some control over their learning
and assessment. They will do self assessments at intervals in the project.

Satisfaction: The student should have a sense of satisfaction because they will have
produced a real world creative product. The finished product should give the student
satisfaction and a sense of achievement that they have used their skills to develop a
creative product.