Learner Analysis

Kaamiya Burroughs ITEC 7430

1. Target Population
The group of students selected consists of nine fourth grade students. The students are of varying abilities and represent a broad range of characteristics.

1. Standards
S4E3 a. Established Goal(s)/Target(s)- What will students know and be able to do: -The students will be able to understand and differentiate between the states of water and how they relate to the water cycle and weather. -The students will demonstrate how water changes states from solid to liquid to gas and back again. -The students will create and test hypotheses.

1. Demographics
The table below illustrates the demographic information for the learners. The information was collected from the parents.
Demographics # of Students

# of students to serve as representatives

Females Males Black Caucasian Qualify for free/reduced lunch Receives Special Education Services Receives EIP Services Receives Gifted Services

9
3 6 7 2 1 0 2 4

1. Academic Motivation
An academic motivation survey was conducted to provide information and analysis of student perceptions, beliefs, and behaviors related to academic integrity. The actual survey can be seen on the following slide and shows the results of the 9 representatives.

1. Table of Academic Motivation Results

Question # of students answered Absolutely 6 7 # of students answered Kind Of 3 2 # of students answered Not At All 0 0

Do you enjoy coming to school? Do you like to read? Do you usually understand what you are reading? Do you like to write stories? Do you like to write informational papers? Do you enjoy creating things? Do you like to use computers? Do you enjoy math and science? Do you like reading nonfiction books? Do you like experimenting with new things?

8
3 6 9 9 4 3 9

1
3 2 0 0 2 4 0

0
3 1 0 0 3 2 0

2. Learner Differences
Students completed an online survey to determine multiple intelligences according to Dr. Howard Gardner. The test can be found at the following link: http://www.bgfl.org/bgfl/custom/resources_ftp/client_f tp/ks3/ict/multiple_int/questions/choose_lang.cfm

2. Table of Learner Differences According to Gardners Multiple Intelligences

Student #
1 Intrapersonal

Multiple Intelligences from Greatest Strength to Weakest

Interpersonal Musical Kinesthetic Naturalist Linguist Logical Visual/Spatial

Intrapersonal

Linguist

Interpersonal

Naturalist

Kinesthetic

Musical

Visual/Spatial

Logical

Interpersonal

Logical

Intrapersonal

Linguist

Musical

Kinesthetic

Naturalist

Visual/Spatial

Interpersonal

Linguist

Kinesthetic

Musical

Naturalist

Logical

Visual/Spatial

Intrapersonal

Interpersonal

Intrapersonal

Kinesthetic

Linguist

Logical

Naturalist

Visual/Spatial

Musical

Interpersonal

Visual/Spatial

Logical

Naturalist

Kinesthetic

Linguist

Intrapersonal

Musical

Kinesthetic

Intrapersonal

Linguist

Musical

Interpersonal

Naturalist

Visual/Spatial

Logical

Linguist

Intrapersonal

Interpersonal

Logical

Visual/Spatial

Kinesthetic

Naturalist

Musical

Intrapersonal

Linguist

Interpersonal

Logical

Kinesthetic

Visual/Spatial

Musical

Naturalist

3. Accommodations
Students receiving EIP services: Extended time Read directions/Questions Modified Assignments (Shorter, easier) Manipulatives Alternative materials Gifted Students: Focus on higher order thinking skills that thrive on complexity and creativity Encourage independent study and explore concepts in depth Employ differentiated curriculum Avoid drill and practice activities Accommodations for all students Flexible small grouping Diagnostic Tools (e. g. KWL, journals) Centers, stations, or contracts Connect the curriculum to the fields of knowledge Involve parents in learning objectives and activities Provide whole group enrichment explorations Choice boards

4. Influence of Culture/Ethnicity of a Learner

Culture influences education. Teachers who lack knowledge about culture might interpret the behavior of a child from a collectivist culture point of view.

4. Methods For Meeting the Needs of Diverse Learners

Balance between the dominant culture and minority culture. Diverse classroom should be based on thematic units and purposeful activities to include all children. Classroom should reflect childrens personal experiences. High expectations for all learners. Appropriate Physical and Environment Materials Collaboration and Instructional Teaming

5. Motivational Strategies
Based on the collected data, it is apparent that the learners have a wide variety of skills as well as personal motivation. The information collected in the academic motivation survey was very insightful as it showed the students enjoy new and creative means of expressing their knowledge, but there are those students who demonstrated they are not motivated to perform the tasks necessary in order to succeed. With the help of this data, the categories listed in Kellers ARCS model for motivation can be used.

5. Motivational Strategies Utilizing Kellers ARCS Model

Attention: Students attention will be gained by dividing the class into pairs. Each student will be assigned a role: writer or illustrator. Students will exchange roles during the course of the lesson. Distribute an ice cube in a clear plastic cup to each group. Have the illustrator draw a picture of what he/she sees. Have the writer write a sentence or word to describe the properties of the ice cube. Guide students' observations with questions such as the following: What is in the cup? Describe the ice. What does it look like? Feel like? What is the ice made of? How is ice made? Pour the ice into a container of a different shape or size. What does it look like now? Does it look the same or different? Has the shape of the ice changed? Why do you think that is? What will happen if we leave the ice out on the desk/table? Why? How do you know? How long might this take? Relevance: Students will be asked to observe the ice over time to see what changes take place. 15 minute intervals will be noted. I will show the relevance of this lesson by summing up that change is happening all around us in the real world. There are some changes that happen so quickly or slowly that we cannot see them I will then ask a series of questions such as: Did the change in the water happen slowly or quickly? How long did it take for the ice to turn into water? Do you think that there is any way to speed up this change? How? If time permits, allow students to share and test their ideas. (Students might suggest and test blow dryer, fan, sunlight, different spots in the room, radiator, salt, stirring it, different container, etc.) Is there any way to slow down this change? (different container, insulator, different location in the room, place in the shade, put a fan on it, etc.) How can we compare the rate of change? (Time it, use ice in a plastic cup as a control.) Can you think of anything else that changes from one form to another? In the kitchen? In the bathtub? How might soap change? Confidence: Students will be provided with a rubric that will show them specifically what they will be expected to do. Providing a rubric can help build success . Satisfaction: Students will create a Venn Diagram comparing water in solid form and water in liquid form. How are they alike? How are they different? Students will be able to present their diagrams to the class.

Surveys Utilized
Gardners Multiple Intelligences: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose _lang.cfm Results can be found by copying and pasting in the codes for each student.

Student Number 1 2 3 4 5 6 7 8 9

Code 4q5sq633331bb 4tg5yjv633332q zxq4q5lc63288 jhz4562131cz 4bby562219 rvt4hc5hrg62207kb r4lq562093sc kx45rr62264 ad98ef76891cv

Academic Motivation Survey with student results will be sent as a separate word attachment.