ITEC 7430

Assignment #1 Leaner Analysis

Shannon Petty

Information Literacy Standard 1: The student who is information literate accesses information efficiently and effectively.

Physical Science Standard 3: Students will distinguish the characteristics and components of radioactivity.

1. The target learners consist of eleven physical science summer school students. General characteristics of students were
obtained by questionnaire, student records via computer and folders. An online Learning Style Inventory obtained learner
characteristics. Numbers were assigned to each student for confidentiality purposes.

Table 1: General Characteristics and Learning Styles

Student Gen Race Age Grade Total Number of Learning Style Survey
der G.P.A. Hobbies people in Religion NC State
household
Well Balanced: Active & Reflective
1 M Black 15 10 1.857 Football 5 None Moderate preference: Sensing
Well Balanced: Visual & Verbal
Strong Preference: Sequential
Well Balanced: Active & Reflective
2 M Black 15 11 1.607 Singing, dancing, 5 Christian Well-Balanced: Sensing & Intuitive
shopping Moderate Preference: Visual
Well Balanced: Sequential & Global
Well Balanced: Active & Reflective
3 F White 16 11 1.586 Dancing, listening to 3 Pentecostal Well Balanced: Sensing & Intuitive
music, softball Strong Preference: Visual
Moderate preference: Sequential
Moderate preference: Reflective
4 M Black 16 11 1.548 Sports, music 3 Christian Well-Balanced: Sensing & Intuitive
Well Balanced: Visual & Verbal
Moderate preference: Sequential
Moderate preference: Active
5 F Black 15 10 1.857 Doing hair, singing, 5 Christian Strong Preference: Sensing
hanging out w/ Moderate preference: Visual
friends Moderate preference: Sequential
Well Balanced: Active & Reflective
6 F Black 17 12 2.575 Softball, playing 5 Christian Moderate preference: Sensing
piano Moderate preference: Visual
Well Balanced: Sequential & Global
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Assignment #1 Leaner Analysis
Shannon Petty
Well Balanced: Active & Reflective
7 M Black 16 10 1.857 Basketball, baseball 2 none Well-Balanced: Sensing & Intuitive
Moderate preference: Visual
Strong preference: Global
Well Balanced: Active & Reflective
8 M Asian 15 10 2.714 Sports, working out 3 Hindu Moderate preference: Sequential
Moderate preference: Visual
Well Balanced: Sequential & Global
Well Balanced: Active & Reflective
9 M Black 14 10 2.214 Football, track, 4 none Well Balanced: Sensing & Intuitive
swimming Moderate preference: Visual
Well Balanced: Sequential & Global
Well Balanced: Active & Reflective
10 M Black 15 10 1.929 Sports, football 4 Christian Moderate preference: Intuitive
Moderate preference: Visual
Well Balanced: Sequential & Global
F Moderate preference: Active
11 Black 17 12 1.465 Talking on the phone, 3 Christian Moderate preference: Sequential
hanging out w/ Moderate preference: Visual
friends, riding four Strong Preference: Sequential
wheelers
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Assignment #1 Leaner Analysis
Shannon Petty

2. Students were given a multiple intelligence test via online to determine what type of intelligence they
corresponded with. All students exhibit that they learn best through bodily-kinesthetic activities.

Table 2: Multiple Intelligence Test Results

Student Intelligence with highest score
1 Bodily-Kinesthetic
2 Bodily-Kinesthetic
3 Musical / Bodily-Kinesthetic
4 Musical / Bodily-Kinesthetic
5 Bodily-Kinesthetic
6 Bodily-Kinesthetic / Spatial - Visual
7 Bodily-Kinesthetic
8 Bodily-Kinesthetic
9 Bodily-Kinesthetic
10 Bodily-Kinesthetic / Logical- Mathematical
11 Bodily-Kinesthetic

3. There are no special needs students in the target group. The following is a proposal if accommodations should be needed in the
future.
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Assignment #1 Leaner Analysis
Shannon Petty
CONTIGENCY MANAGEMENT
 Set clear expectations and guidelines
 Identify reinforcers and punishers
THERAPY BALLS
 Replace child’s seat with inflatable ball with
molded feet
SELF-MONITORING
Attention  The student evaluates and records own
Deficit behaviors
 Student and teacher decide on which behaviors
Hyperactivity to monitor
The student will rate his/her performance of
Disorder 

specified behavior.
ACADEMIC INTERVENTIONS
 Peer tutoring

 Alternate tutor-learner roles

 Provide immediate feedback

 Alters assignments when necessary

 Use of computer programs to supplement

instruction
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Assignment #1 Leaner Analysis
Shannon Petty
 Provide students with advance organizers
 Pre-teach vocabulary words in the context in which
Mild they will read
Teach active reading
Disabilities 

 Highlight important information

(learning disabilities,  Give students a partial outline of important info.
Break up tasks into workable steps
mild mental retardation


 Check assignments frequently

emotional/ behavioral disorders)
 Define all requirements of a completed activity
 Allow extra time for testing
 Teach test-taking strategies
 Provide a reader for the test
 Provide rubrics

 Deliver course content in smaller increments or

packets of information
Traumatic  Allow students to respond to smaller chunks of
information
Brain  Ask for frequent responses and require students to
Injury respond through different formats to keep them
actively engaged
 Allow students varying times to respond, taking
into account their processing capacity.
 Allow some students more “think” time than others
 Monitor the quality and nature of student’s
responses and adjust instruction if mastery is not
present
 Provide supportive and specific feedback to
students on correct and incorrect responses.
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Assignment #1 Leaner Analysis
Shannon Petty

References:

Harlacher, J., Roberts, N., & Merrel, K. (2006). Classwide Interventions for students with ADHD.

Teaching Exceptional Children, 39(2), 6-12.

Henley, M., Ramsey, R. & Algozzine, R. (2006). Characteristics of and strategies for teaching

students with mild disabilities.Boston : Pearson.

Turnbull, A., Turnbull, R. & Weymeyer, M. (2007). Exceptional lives: special education in today’s

schools. Upper Saddle River, NJ: Pearson Prentice Hall..

4. The Physical Science class consists of nine African Americans, one Caucasian and one Asian. Eight students have a religious
affiliation and three do not. The following is a proposal for meeting the needs of the target group of learners.

Avoid Bias
 Recognize and understand the cultural differences
among students from diverse backgrounds, and treat
differences with respect.
 Avoid segregating students by cultural groups, and don’t
allow them to segregate
 Demand same level of excellence from all students
 Monitor achievement of minority students on a regular
basis
Take advantage of programs that provide speakers to
African- American Students

encourage the interest of minorities in math and science
careers.
 Discuss career opportunities with minority and female
students
 Ensure that minority students are portrayed in the
scientific and technical careers (posters in classroom)
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Assignment #1 Leaner Analysis
Shannon Petty
 Draw upon cultural experiences of the student and
family to include authentic cultural perspectives in the
curriculum

Have students work collaboratively

How to establish a 
 Demonstrate connectedness with all students
classroom that 

Create student- centered classrooms
Build on student’s personal and cultural strengths
supports students 

Help students access prior knowledge and beliefs
Create different paths to learning by using varied
from diverse instructional activities
 Adapt general principles to local circumstances
backgrounds  Appreciate and accommodate the similarities and
differences among the students' cultures.
 Build relationships with the students

References:

Banks, J. A. (2001). Diversity within unity: essential principles for teaching and learning in a multicultural

society. Retrieved June 3, 2008, from http://www.newhorizons.org/strategies/multicultural/banks.htm.

Burnette, J. (1999). Critical Behaviors and Strategies for Teaching Culturally Diverse Students. ERIC

Clearinghouse on Disabilities and Gifted Education Reston VA. . Retrieved June 5, 2008, from

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

Turnbull, A., Turnbull, R. & Weymeyer, M. (2007). Exceptional lives: special education in today’s

schools. Upper Saddle River, NJ: Pearson Prentice Hall.

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Assignment #1 Leaner Analysis
Shannon Petty

5. The data collected by the target learners will allow the teacher to develop instructional strategies of learning. The following
plan utilizes the ARCS Model to describe strategies that may be used for the target learners. According to the Multiple
Intelligence Test, all students learn best through bodily-kinesthetic means. The Instructional strategies will implement this
intelligence.

ATTENTION Since the students are kinesthetic, the attention getter will be a
hands-on activity. The students could take out a sheet of paper
and the teacher will ask them to tear the sheet in half. This
could lead into the discussion of half-life.
RELEVANCE Once I have the attention of the students, I will explain how
determining the half-life of a radioactive element is important to
us since we live near a nuclear plant. I will also tell them that
they will be doing a lab experiment dealing with half-life and
that they need to understand how to calculate the problem in
order to complete their lab.
CONFIDENCE I will present the calculations in a step-by-step method so the
students will understand and gain mastery of the concept. I will
provide many different scenarios and problems to make sure the
students understand. I will provide immediate feedback on their
answers and encourage those who need additional support.
SATISFACTION Once the students have mastered the problems, they will be
presented with a real world scenario that will allow them to
display their knowledge. I will provide praise and
encouragement as the students complete their lab.
ITEC 7430
Assignment #1 Leaner Analysis
Shannon Petty