Learner Analysis

Martha Meloy

Georgia Southern University

September 25, 2009

Instructional Design Fall 2009

 Introduction

Students represented in my Learner Analysis were from a public school northwest of

Atlanta, Georgia. The targeted group of learners is from a 3rd grade-gifted class. The standard

we will focus on is from the National Education Technology Standards for Students. The

following standard on communication and collaboration is the overall objective for my unit.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively,

including at a distance, to support individual learning and contribute to the learning of others.

Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of

digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of

media and formats.

c. develop cultural understanding and global awareness by engaging with learners of

other cultures.

d. contribute to project teams to produce original works or solve problems.

This unit will also touch on many of the English / Language Arts Georgia Performance

Standards for 3rd grade. However, my overall focus for this unit is getting students to

communicate and collaborate with others using technology including some global commination

and collaboration with students in another country as well as an expert. My Instructional Goal

for this unit is for students to work with others in their class and with other students in another
country using a wiki and email correspondence to determine qualities that make a good book.

After comparing and contrasting the qualities from both of the countries students will email an

expert (possibly an author or librarian) about their input. An overall goal of creating

advertisements using different forms of technology (digital story and a brochure) about “what

makes a book good”.

Demographics

I had the pleasure of surveying 20 students for my learner analysis. There are seven boys

and thirteen girls in this 3rd grade gifted class. There are sixteen white students, two African

American students, one Asian student, and one multi-national student in the class. All students

are achieving above grade level and they are enrolled in the gifted program. They are all from

either middle or high socioeconomic status. The gifted teacher obtained this information from

the student’s permanent records.

Entry Skills & Prior Knowledge

After reviewing the data from a survey I provided I realize some of the learning tasks that

I will need to focus on. The survey data is provided below. None of the students were able to

demonstrate knowledge of a Wiki or what it was. A wiki is one of the primary forms of

technology that I will use in this unit so a basic understanding and explanation of this software is

vital to the success of my unit. Most students know how to email but they didn’t use it

frequently or for informational purposes. Incorporating basic lessons on wikis, emailing, and

digital stories will be a necessary part of my unit. It was promising that many students liked

working with others to solve problems.

 Students were given a survey to determine if they had used certain technology to

communicate or collaborate with others. See appendix A for an example. Please see the

following table for the results of the survey.

What is a Do you Who do you Have you used email Do you like Would you like to
Wiki? know email and how to gain knowledge working with write collaboratively
how to often do you from expert or to get others to solve with your peers using a
email email others? information from a problems? Wiki to solve problems
others? museum? together?
Student 1 ? No Blank Haven’t done Yes I don’t know
Student 2 ? Yes Mom, Dad, not No Sometimes ?
often
Student 3 ? Yes My friend, hardly No Yes Not really
Student 4 Something Not yet Yes Blank I don’t know
that has to do
with
technology
Student 5 ? No Blank Haven’t done Yes Yes
Student 6 ? No Blank Haven’t done Yes I don’t know
Student 7 ? ? Never Never It’s rather a No
middle thing
Student 8 ? Yes I don’t No Sometimes No
Student 9 A computer Yes Friend, not much No and I have no Yes Yes
clue
Student 10 Writing Yes Grandmother, Yes Sometimes I don’t know what a
everyday wiki is
Student 11 ? Yes Email my old No Yes I do not know what a
teachers wiki is
Student 12 Big math Yes Family, often Yes Yes/ Yes
problem sometimes
Student 13 ? Yes My grandparents No Sometimes No
but not much
Student 14 ? Yes Never No Yes I don’t know
Student 15 Don’t know No Only with a No Yes but only Not sure
guardian or with some
parent but not all people
the time
Student 16 ? Yes Family, not much No Yes I don’t know what a
wiki is
Student 17 A online Yes Never No Yes I don’t know what it
encyclopedia means
Student 18 Wikipedia a Yes My dad every so No Sometimes Sometimes
website often
Student 19 ? Yes Never No Sometimes No
Student 20 A calculator Yes Grandma and Yes Yes Yes
daily

Academic Motivation

It was very interesting to me to look at the data for this part of the learner analysis. It was

an eye opener that many students didn’t realize the potential for computers in the classroom.

Some of the responses to the short answer questions that I had asked on my survey were
disheartening due to the lack of technology that the students were aware of. My targeted group

of students is from a school that has high standards and high test scores. I had imagined that the

use of technology and computers within the curriculum would have been used more by 3rd grade.

I was also surprised about the motivation to use computers in the classroom. In each category I

had students rate sentences on how motivating they sounded to them with 1 being the lowest and

10 being the highest level of motivation. The results of the survey demonstrate I have to motivate

all of my students in all of the areas that I plan to incorporate since the ratings in each category

consisted of 1’s and 10’s. I must also instill knowledge about the potential use of technology and

computers in education.

See Appendix A for survey example.

Using a Being able to I have Writing on a Wiki I get satisfaction How

computer to email others for confidence that with my fellow from using a motivated are
collaborate and information I can use a classmates and computer while you to talk to
communicate concerning computer well emailing experts completing students in
with others gets school topics I’m to communicate or museums for school other cultures
my attention. learning about and collaborate information assignments. or countries.
motivates me to with others. sounds fun to me.
learn more.
Student 1 7 5 6 9 10 10
Student 2 10 5 10 10 10 10
Student 3 6 10 10 1 7 10
Student 4 9 3 8 5 2 10
Student 5 5 6 9 4 2 1
Student 6 10 1 1 1 1 10
Student 7 5 10 9 3 1 10
Student 8 10 10 10 10 10 10
Student 9 9 9 10 2 10 10
Student 10 1 9 10 2 10 10
Student 11 5 9 1 9 3 10
Student 12 1 1 10 1 10 10
Student 13 1 1 10 10 10 1
Student 14 5 1 10 3 1 1
Student 15 1 2 10 5 2 10
Student 16 1 1 10 6 10 10
Student 17 10 5 10 5 10 10
Student 18 9 10 10 5 5 10
Student 19 5 10 10 7 10 9
Student 20 5 2 10 1 10 10
Overall 115 110 174 99 134 172
Totals

Students also answered two short answer questions on the motivation survey. Questions below.

What is the best way a teacher could use a Do you think technology and computers are important
computer in the classroom? to learn about, why?
Student 1 To get stuff that we aren’t sure of So when you work with computers
Student 2 By using a PowerPoint Yes because you can learn more on a computer
Student 3 By printing assignments and to do work and I think they are important because we might need to learn
receive emails how to use them in the future
Student 4 To do assignments on them Yes because when you’re older you work with computers a
lot
Student 5 To use a smart board of the computer No because I think you don’t need to know what to do
Student 6 A teacher gives out paper, learn about a topic on No because you can do other stuff
the computer, then make a collage of it
Student 7 For showing a movie Yes because I want to know who made them
Student 8 So you can do papers, smart boards and writing Yes, it gives you tons of information
Student 9 For a list, email, video Yes, so if you broke yours you could fix it!
Student 10 To pull a video up No
Student 11 Email and study (video, scene, etc.) No boring
Student 12 For school assignments email and movies No
Student 13 Video Yes, I like them
Student 14 Video streaming If you want to be a computer scientist
Student 15 Watching movies Yes so you know how to use one
Student 16 To print papers or video streaming Yes because almost every job has technology
Student 17 Show video, movies, t.v. I guess so to learn
Student 18 Movies I guess so
Student 19 During snack, video streaming Yes they are
Student 20 To help teach your students something No not all jobs need computers

Motivational Strategies

The three lowest categories for motivation involved using a computer to collaborate and

communicate with others and emailing others for information including experts or museums. I

will motivate the students by getting their attention by relating these behaviors as relevant and

important in society making them more meaningful.

Attention- I will use perceptual arousal to get student’s attention for this unit.

“Computers and the use of technology at all levels have been banned on the Planet Earth. No

one is allowed to work together or collaborate with others using a computer or any other form of

technology. This ban includes using computers and technology to communicate with others

including no emails, no video streaming, no games played on the computer, no printing, no

PowerPoint, no googling…no computers at all including the new computerized cell phones that

enable you to text someone. Even reporters and newscasts can not use computers to

communicate and collaborate with one another. What will the people of Planet Earth do now?”
Relevance – I will pose engaging questions to show how this unit is relevant to students.

“Is it important to communicate with others? What if newscasters didn’t communicate with

other countries? How would this effect our world, as we know it today? Is it important to learn

about others? Is it important to work with others to solve problems? Can experts help people or

businesses with problems? Is that important? What if you couldn’t gain an understanding about

things from other people? What if you could not communicate with anyone that needed your

advice or help? Would that be frustrating? Are computers, communication, and technology

important in our societies today? Why?”

Confidence – By explaining the goals of this unit along with the use of rubrics giving clear

expectations for the assignments students will feel confidence in achieving the goals of this unit.

There will be many opportunities to gain positive and constructive feedback during the unit to

ensure confidence levels of the learners.

Satisfaction – Students will encounter natural consequences and positive consequences during

this unit. By completing “What Makes a Good Book” advertisements that are viewed by others

in the classroom as well as outside of the classroom will instill a sense of accomplishment and

satisfaction in the students. I will provide feedback at all levels of the development of the

advertisements to ensure a high quality of work produced by the students for others to see.

Educational and Ability Levels

Students who are part of this learner analysis are all performing above grade level and in

the gifted program. They are each maintaining high classroom grades as well. Since each
student is reading and writing above grade level communicating and collaborating using the

desired technology after teaching the basics of the technology will be successful. Using the

higher level thinking skills of brainstorming, analyzing, collaborating, and synthesizing within

community learning environments and individual learning environments will contribute to the

overall growth of the students.

Leaner Characteristics

Students were surveyed using Multiple Intelligence’s Test with a scoring rubric. Please see

Appendix B for a copy of the survey. The table below shows how many points each student

scored in each category after completing a questionnaire and then tallying scores to determine

Multiple Intelligence levels. Some of the students rated high in two categories. For this group

of targeted learners the majority of the class fell into the categories of logical-mathematical and

bodily-kinesthetic. Both Inter-personal and Intra-personal groups were tied. I will focus on

creating lessons that are beneficial for the logical-mathematical learner and the bodily-

kinesthetic learner. However I will ensure that I address the other areas too.

Overall results for the Multiple Intelligence Test

Linguistic Logical- Musical Spatial Bodily- Intra- Inter- Intra-personal
Mathematical Kinesthetic personal personal and Inter-
personal
0 students 7 students 4 students 2 students 6 students 5 students 6 students 10 students

Data from survey

Linguistic Logical- Musical Spatial Bodily- Intra- Inter- Multiple Intelligence with
Mathematical Kinesthetic personal personal interpersonal or intra-personal
strength identified
Student 1 3 5 4 4 3 2 3 Logical / Inter
Student 2 3 5 0 1 1 0 1 Logical / Inter
Student 3 0 5 4 0 4 2 2 Logical / Tied
Student 4 1 3 4 1 3 1 1 Musical / Tied
Student 5 2 1 3 2 5 2 2 Bodily / Tied
Student 6 2 4 2 1 3 2 1 Logical / Intra
Student 7 2 4 3 3 3 1 0 Logical / Intra
Student 8 2 3 3 5 3 2 2 Spatial / Tied
Student 9 3 2 3 1 4 1 0 Bodily / Intra
Student 10 3 4 3 1 5 2 2 Bodily / Tied
Student 11 2 4 3 3 5 1 3 Bodily / Inter
Student 12 1 2 5 1 4 2 2 Musical / Tied
Student 13 0 0 3 0 0 2 2 Musical / Tied
Student 14 1 3 3 2 4 2 3 Bodily / Inter
Student 15 2 4 3 3 3 2 2 Logical / Tied
Student 16 1 3 3 2 4 2 3 Bodily / Inter
Student 17 3 4 3 2 3 2 2 Logical / Tied
Student 18 0 3 4 2 2 2 1 Musical / Intra
Student 19 3 5 3 2 4 1 0 Logical / Intra
Student 20 0 0 0 2 1 0 1 Spatial / Inter
Total traits 32 75 55 37 64 31 32
exhibited
for each
group

Cultural Diversity

The targeted group of learners has different origins of nationality so I will make the

following modifications for those learners. This unit focuses on global collaboration and

communication, which will help to instill a sense of value for other cultures beside our own.

According to Jill Mora (1998) of San Diego State University, we develop cultural values and

perceptions from many factors including our own culture, folklore, groups we associate with,

family values, and society. These factors can influence the way teachers may perceive students

and their student’s ability levels. In order to diminish the cultural factors that could lead to lower

expectations in culturally diverse students, teachers must support risk taking and goal setting

within the student’s abilities. The teacher must also aspire to create relevance to the students

needs and interests along with making an extra effort to encompass the nationality into the

classroom in a positive way. The discrepancy of learning styles can inhibit successful growth for

some of the culturally diverse learners (Mora, 1998). In doing a unit that reflects global

appreciation of others I feel the students who are culturally diverse will feel a sense of value.

Cultural Diversity and Early Education (1994) point out some important aspects that

educators need to be aware of when teaching diverse groups. A child’s social background

influences their academic achievement. Being comfortable about the expectations of when to
speak out or other conventions of the traditional classroom can lead to unsure students or

behavior problems. The workshop also notes the approaches to learning used at home might not

be the same approaches taught at the school thus widening the gap of the student’s learning

potential. For example a Native American comes from a home where most ideas are taught in a

circular fashion compared to the linear approach used in traditional schools today. It is vital that

we take into account our students learning styles and adjust our academic programs

appropriately. A child’s social organization or upbringing can also foster learning styles that

develop with in them. In Hawaii where children are cared for by their siblings favor more of an

inter-personal style of learning and don’t fare well in a strict teacher to student environment

again adding to the importance of finding out students individual learning styles. Cultural

Diversity and Early Education (2004) emphasize that even conventions of conversation and

participation are factored from a child’s upbringing. With all of the ways that children are

influenced by their culture we must identify with it and embrace it along with the child.

According to Hung-Ling Twu (2009) using a Wiki in the classroom supports cultural

diversity. He notes that for Wikis to be effective certain social aspects must be addressed. It is

vital for the teacher to look at his or her combined cultures in the class to be sure to facilitate an

understanding and appreciation of group work on a Wiki. He states “the educators’ roles are to

support learners in weaving their social interaction and to help learners apply a wiki to enhance

their learning experiences.” (Hung-Ling Twu, 2009, p. 21)

Accommodations / Learners with Special Needs

The targeted group of learners does not have any students who have special needs or

requirements. However, I will elaborate on a few of the common special needs that foster

accommodations.
Learning Disability

For students with learning disabilities it is very easy to feel overwhelmed and frustrated if the

appropriate accommodations are not put into place. The National Center for Learning

Disabilities (2006) recommends altering the presentation by use of audio tapes to play back

information, using large print or reducing the number of problems on a page. They also

recommend changing the response time. Preferential seating, special lighting or providing

minimal distractions can achieve adjusting the academic setting for a student with a learning

disability. These modifications can make a world of difference for the learner. For this

particular unit I would involve many of the mentioned accommodations but I would focus on

using a tape recorder for input on brainstorming sessions, wording of emails, and Wiki writing. I

want my students to think about the task at hand and not be frustrated by the overwhelming task

of getting ideas on paper fast enough to keep up with the topic of discussion or thought processes

of communication.

ADHD

According to Teach ADHD students with ADHD can benefit from having their instructional

choices modified. They stress modifying the learning context, which involves the instructional

approach, the size of the group, or the number of opportunities for the student to respond. They

also suggest using correct instructional language with these students can help by giving one

direction at a time, making directions clear, short and specific, chunking important parts of what

is being said and checking for understanding. Teachers can also use instructional supports like

scaffolding and modeling. Teach ADHD recommends students use learning strategies like the

POW strategy. This strategy encourages students to P – pick an idea, O – Organize notes, and

W- write and say more. Since this unit focuses on communication using writing the POW

strategy will be helpful to keep the student focused.

Web Accessibility for People with Disabilities

The WC3 or World Wide Web Consortium (2005) is attempting to make web design more

accessible for all types of users of the Internet. Since my unit focuses on using technology and

computers I thought it would be appropriate to focus on web accessibility for all students. The

Internet needs to be accessible to all people of all ability levels despite physical limitations

including deaf, blind, physically challenged or cognitively challenged. Some modifications to

computers might be needed for this unit to be successful so I thought I’d mention a few of the

technologies available to assist all learners using computers. Adaptations include specialized

web browsers, screen readers, alternative keyboards or switches, screen magnifiers, speech

recognition, and visual notification software. These are a few of the assistive technologies and

adaptive strategies available today.

Peer Review Feedback

After reading the response from my peer review I changed a few aspects of my paper.

My reviewer gave me advice on labeling my Motivation results more clearly. I had listed how

students gave 1’s and 10’s but didn’t specify in detail what they meant. He or she also advised

me to add the section “Educational and Ability Levels” to my paper, which I didn’t remember to

do. It was valuable to have a peer review my paper.

 References

Cultural Diversity and Early Education: Report of a Workshop (1994). Social context of

learning. Retrieved on September 19, 2009 from The National Academic Press Website

http://www.nap.edu/openbook.php?record_id=9197&page=21#p20003339ppp21

Mora, J. (1998). Culturral Diversity in the B/CLAD Classroom. Retrieved September 19, 2009,

from Cross-cultural Language & Academic Development CLAD Website

http://coe.sdsu.edu/people/jmora/DiversityMMdl/Default.htm

Multiple Intelligence’s Worksheets Retrieved September 10, 2009. From Website

http://www.spannj.org/BasicRights/appendix_b.htm

National Center for Learning Disabilites. (2006). Accomodations for students wil LD. Retrieved

September 19, 2009, from LD online Website

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

Teach ADHD. Focusing on instructional choices. Retrieved September 19, 2009 from Teaching

children with ADHD Website

http://research.aboutkidshealth.ca/teachadhd/teachingadhd/chapter6/document_view

Twu, Hung-Ling (2009). Effective wiki strategies to support high-context culture

learners. TechTrends, 53(5), 16-21.

WC3 World Wide Web Consortium (2005). How People with Disabilities use the Web.

Retrieved September 19, 2009, from WC3 Website

http://www.w3.org/WAI/EO/Drafts/PWD-Use-Web/#tools
APPENDIX A

How much do you know about the following topics?

1. What is a Wiki?
_________________________________________________________________

2. Do you know how to email others?

_________________________________________________________________

3. Who do you email and how often do you email others?

_________________________________________________________________

4. Have you ever used email to gain knowledge from an expert or to get information from a
museum?
_________________________________________________________________

5. Do you like working with others to solve problems?

_________________________________________________________________

6. Would you like to write collaboratively with your peers using a Wiki to solve problems
together?
_________________________________________________________________

How motivated are you?

Please answer the following questions on a sclae of 1 to 10 with 1 being the lowest score and 10
being the highest score.
1. Using a computer to collaborate and commicate with others gets my attention.
_____________
2. Being able to email others for information concerning school topics I’m learning about
motivates me to learn more. _____________
3. I have confidence that I can use the computer well to commicate and collaborate with others.
_____________
4. Writing on a Wiki with my fellow classmates and emailing experts or museums for
information sounds fun to me. _______________
5. I get satisfaction from using a computer while completing school assignments. ___________
6. How motivated are you to talk to students in other cultures or countries? ____________

Short Answer
1. What is the best way a teacher could use a computer in the classroom?
_____________________________________________________________________
_____________________________________________________________________

2. Do you think technolgoy and computers are important to learn about, why?
_____________________________________________________________________
__________________________________________________________________________________
APPENDIX B

MULTIPLE INTELLIGENCES TEST

Where does your true intelligence lie? This quiz will tell you where you stand and what to do
about it. Read each statement. If it expresses some characteristic of yours and sounds true for the
most part, jot down a "T." If it doesn't, mark an "F." If the statement is sometimes true,
sometimes false, leave it blank.

1. _____ I'd rather draw a map than give someone verbal directions.
2. _____ I can play (or used to play) a musical instrument.
3. _____ I can associate music with my moods.
4. _____ I can add or multiply in my head.
5. _____ I like to work with calculators and computers.
6. _____ I pick up new dance steps fast.
7. _____ It's easy for me to say what I think in an argument or debate.
8. _____ I enjoy a good lecture, speech or sermon.
9. _____ I always know north from south no matter where I am.
10. _____ Life seems empty without music.
11. _____ I always understand the directions that come with new gadgets or appliances.
12. _____ I like to work puzzles and play games.
13. _____ Learning to ride a bike (or skates) was easy.
14. _____ I am irritated when I hear an argument or statement that sounds illogical.
15. _____ My sense of balance and coordination is good.
16. _____ I often see patterns and relationships between numbers faster and easier than others.
17. _____ I enjoy building models (or sculpting).
18. _____ I'm good at finding the fine points of word meanings.
19. _____ I can look at an object one way and see it sideways or backwards just as easily.
20. _____ I often connect a piece of music with some event in my life.
21. _____ I like to work with numbers and figures.
22. _____ Just looking at shapes of buildings and structures is pleasurable to me.
23. _____ I like to hum, whistle and sing in the shower or when I'm alone.
24. _____ I'm good at athletics.
25. _____ I'd like to study the structure and logic of languages.
26. _____ I'm usually aware of the expression on my face.
27. _____ I'm sensitive to the expressions on other people's faces.
28. _____ I stay "in touch" with my moods. I have no trouble identifying them.
29. _____ I am sensitive to the moods of others.
30. _____ I have a good sense of what others think of me.
 MULTIPLE INTELLIGENCE SCORING SHEET

Place a check mark by each item you marked as "true." Add your totals. A total of four in any of
the categories A through E indicates strong ability. In categories F and G a score of one or more
means you have abilities as well.
A B C D E F G
Linguistic Logical- M usical Spatial Bodily- Intra- Inter-
Mathema Kinesth perso person
tical etic nal al

7 ___ 4 ___ 2 ___ 1 ___ 6 ___ 26 27 ___

___
8 ___ 5 ___ 3 ___ 9 ___ 13 ___ 28 29 ___
___
14___ 12 ___ 10 ___ 11___ 15 ___ 30 ___
18 ___ 16 ___ 20 ___ 19___ 17 ___
25 ___ 21 ___ 23 ___ 22___ 24 ___

Totals: ____ ____ ____ ____ ____ ____ ____

The Seven Multiple Intelligences in Children

Children who are
Think Love Need
strongly:
reading, writing, telling
books, tapes, writing tools paper diaries,
Linguistic in words stories, playing word
dialogues, discussion, debate stories
games, etc.
experimenting, things to explore and think about,
Logical-
by reasoning questioning, figuring out science materials, manipulative, trips to
Mathematical
puzzles, calculating, etc. the planetarium and science museum
art, LEGOs, video, movies, slides,
in images and designing, drawing,
Spatial imagination games, mazes, puzzles,
pictures visualizing, doodling, etc.
illustrated books, trips to art museums
through dancing, running, jumping, role play, drama, movement, things to
Bodily-
somatic building, touching, build, sports and physical games, tactile
Kinesthetic
sensations gesturing, etc. experiences, hands-on learning
singing, whistling, sing-along time, trips to concerts, music
via rhythms
Musical humming, tapping feet and playing at home and school, musical
and melodies
hands, listening, etc.. instruments
by bouncing leading, organizing, friends, group games, social gatherings,
Interpersonal ideas off other relating, manipulating, community events, clubs,
people mediating, partying, etc. mentors/apprenticeships

deeply inside setting goals, meditating, secret places, time alone, self-paced
Intrapersonal
themselves dreaming, being quiet, projects, choices