FRIT 7430- Instructional Design Jeff Johnson Learner Analysis Assignment

Introduction This learner analysis was conducted with Construction Education students at Burke County High School in Waynesboro, GA. These students are completing the first class offered in the construction education sequence. The information gathered comes from eight individuals selected for this assignment. The standard I am focusing on for this assignment is as follows: ACT-OSF-1 Students will understand and practice construction safety. A. Demonstrate knowledge of use and care of PPE (personal Protective Equipment). B. Demonstrate a basic knowledge of OSHA and its regulations. C. Demonstrate a basic knowledge of safety as related to aerial work, electricity, and fire. Demographics The demographic information was available from the schools student information system, PowerSchool. I only tracked the students chosen for this assignment. The graphs indicate the main areas of interest. Gender Male Female Grade Level 9th 10th 11th 12th Number 7 0 Number 0 5 2 1 Race Black White Guardian Father Mother Both parents Other Number 4 4 Number 2 2 3 1

I compared information I gained from the school database with a survey I created. See the Appendix for the Demographic Survey. I wanted to make sure I had current information. I also collected other demographic information such as employability. I found that 3 students were employed. Overall, demographics show that learners come from lower to middle class families with black and white backgrounds. The population of burke county generates a poverty level of 21.7% in 2009. This number has decreased from earlier census, but still poverty is a large issue in the county.

(Boston, 2008) The unemployment level is high and in some cases government aided programs are used to help support these families. Entry Skills & Prior Knowledge After reading about Gardners seven intelligences, I decided to create my own survey to collect the entry skills and prior knowledge. See the Appendix for the Entry Skill and Prior Knowledge Survey. This survey requires students to rank themselves using a scale from 0 (not proficient) through 5 (very proficient). After collecting the information, I broke the responses down into Gardners seven areas. The following tables help describe how each student ranked themselves in each area. (Smith, 2008) #1 and # 7 identifies the special needs students. I am unsure if #7s input is accurate. All responses were either 5 or 0, which do not give as accurate a measure as I had hoped. Linguistic Intelligence English Note Taking Explaining Expressive writing Totals Logical Mathematical Intelligence Science Solving Problems Math (carrying out mathematical operations) Putting things in order Totals Musical Intelligence Playing a musical instrument Rhythm Hearing pitch and tones Totals Body Kinesthetic Working with your hands Coordination Athleticism Totals 1 4 0 5 2 11 1 0 5 5 5 15 1 0 3 5 08 1 5 5 0 10 2 4 4 4 4 16 2 4 4 4 4 16 2 4 4 4 12 2 4 4 4 12 3 5 2 3 4 14 3 3 3 4 4 14 3 0 2 3 05 3 4 3 2 09 4 5 3 3 4 15 4 5 3 2 5 15 4 0 1 4 08 4 5 1 5 11 5 5 2 4 5 16 5 5 4 4 4 17 5 3 5 3 08 5 5 5 4 14 6 5 4 4 2 15 6 3 4 4 3 14 6 1 3 3 07 6 4 4 4 12 7 5 5 5 5 20 7 0 0 0 5 05 7 5 5 5 15 7 5 5 5 15 8 3 3 2 3 11 8 4 3 4 3 14 8 1 2 3 06 8 5 3 3 11

Spatial intelligence Identifying Patterns Distinguishing size Reading a ruler Total Interpersonal Intelligence Leadership skills Communication skills Organization skills Totals Intrapersonal Intelligence Following instructions Knowing your likes and dislikes Working with others Totals

1 5 3 5 13 1 5 5 5 15 1 5 5 5 15

2 4 4 4 12 2 3 4 4 11 2 4 2 4 10

3 4 4 4 12 3 5 4 3 12 3 3 4 4 11

4 4 1 4 09 4 4 5 4 13 4 4 5 5 14

5 5 4 2 10 5 4 3 4 11 5 5 5 5 15

6 4 5 3 12 6 4 4 3 11 6 4 4 3 11

7 0 0 0 00 7 5 5 5 15 7 5 5 5 15

8 3 3 3 09 8 3 4 4 11 8 4 5 5 14

The results show that I do have a wide variety of students with different strengths and weaknesses. Although the survey does indicate the intelligence of the learners, it does not indicate their entry skill or prior knowledge of the standard studied. For this information, I included questions specifically linked to the standard. The following is what I learned: Entry Skill and Prior Knowledge ( students) CTAE Classes taken before this class Prior Construction Work (1 = have 0 = have not) Unsafe acts or injuries (1 = no unsafe 0 = yes unsafe ) Totals 1 2 1 1 4 2 1 1 1 3 3 5 1 0 6 4 4 1 0 5 5 2 0 1 3 6 2 1 1 4 7 0 1 1 2 8 3 0 1 4

With their individual intelligence score, learning style test, and entry skill survey, I have a better understanding of where these students stand. I can use this data to modify instruction and better reach each learner. Academic Motivation Because I have taught this class many times, I feel I have a good grasp on learners academic motivation towards this particular standard. This is the first standard I teach in my first level class. Students are usually motivated to jump in and get started. I do see a division in

motivation after the first performance assessment. Being in the lab is more interesting than being in the classroom. If students do not see the value of what they are learning, do not think they will ever use the information, or feel they will not be successful in the performance task, they lose interest or at some degree become difficult to motivate. In general I would say that students are excited to learn. Because of the nature of the standard, I do have interesting safety tools, body harnesses, personal protective equipment, firefighting equipment and aerial safety scaffolds and ladders. Each safety tool is accompanied by a performance task. Students are usually highly motivated to learn during these times. When I cover material that is mundane or stagnant, I do see a sudden drop in motivation. This would be a definite area of improvement for me. Motivational Strategies It is always challenging to keep students attention in the classroom and lab. In John Kellers ARCS model for motivation, (Small, 1997) it describes four points: attention, relevance, confidence and satisfaction. The following describes a more in-depth look at my motivational strategies. Arousing curiosity and interest is crucial to success in this unit. I plan on achieving the motivational area of attention by using the inquiry method. Because the tools look interesting, students curiosity is stimulated. It is not hard to get them involved if they know that they will get to try out the tool after receiving instruction. Relevance is important. I will use the familiarity method to accomplish student involvement. Because safety is real world, the students usually have some background knowledge or at least can understand why it is important. Success is important and it builds confidence. It motivates students to move forward. To motivate students I will use the success method. I will provide opportunities for learners to interact with tools and equipment in a differentiated manner. Because of the differentiation, all students should be successful, which will create a positive learning environment and increase confidence. I will use the intrinsic and extrinsic rewards method to increase satisfaction. Once the performance assessment is over and each student has received appropriate feedback, the student

is now comfortable with the concepts and is more receptive to hearing testimonies about the importance of the standard. Students will also work toward a Work Ready Certificate. Learner Characteristics As stated in the Demographic section, because of low socioeconomic homes, many students may not be fostered in an environment for academic success. It is my opinion, because many homes are single parent environment with no positive male role model in place, that these students enter class lacking prior knowledge in the area of tool usage and safety concepts. The culture differences usually vary between black and white students. In many cases it is not color, but family support that makes the difference. It is inappropriate for me to say that I will teach all children the same. Just like students have different learning styles, students also have different cultural backgrounds. Along with the survey I used in the learners assessment, I also gave students a Learning Style Inventory test. See the Appendix for the Learning style Inventory. This test was supplied to me through my school. I could not find any information on the source of the test. This test focuses on three main points: Visual, Auditory, and Tactile learners. The chart below describes the results of this test. Student Visual Score 30 1 30 2 22 3 30 4 28 5 32 6 22 7 32 8 226 total Auditory Score 34 26 30 32 26 24 20 33 225 Tactile Score 36 32 32 36 28 36 32 28 260

The information learned with this survey shows that all but one student is a tactile learner. I find this to be the norm in my subject area. Students must choose to take my class and I believe the strong hands on approach is the reason it draws this type of learner.

If we take a look at the data collected in the Body Kinesthetic category we can compare Gardners multiple intelligences (Smith, 2008) and see a correlation with students learning styles. Notice the highlighted area which shows most students score themselves high. Body Kinesthetic Working with your hands Coordination Athletic Totals Accommodations This class included two students who will need accommodations. Student #1 has been identified with a learning disability in reading. Student #7 is identified as having a mild intellectual disability. Most IEPs (Individualized Education Plans) allow for appropriate technology resources such as the use of a calculator, hearing assist devices, specifically needed visual tools. Extended time to complete assignments or assessments is also given. (Heitin, 2011) Instructional accommodations require that student #1 should have shortened assignments and will get extended time for assignments. Student #7 will require oral reading of grade level text. Instructor should explain/clarify/reword when needed. He will receive shortened worksheets and assignments, shortened word lists, extended time for assignments and study guides. (Watson, 2011) For classroom testing accommodations, student #1 and #7 will receive test/retest in the resource room. They should receive shortened test, extended time for testing and oral reading of questions. Supplemental Aids and Services are not required with either student. The support for school personnel would be the regular education teacher, special education teacher, counselor, Principal and parents. (NCLD, 2006) Accommodations in the area of culture differences would be that I should differentiate instruction according to cultural backgrounds. (Weathersbee, 2005) I should become a teacher/researcher. I should learn my students cultural differences, adjust my role as a facilitator, and use multiple teaching procedures and strategies to increase learning. (Heard, 1990) Another accommodation would be for the school as a whole to investigate in more depth the cultural differences and needs of individual teachers and then provide workshops and in-service activities to better equip teachers to teach the different cultures in the building (Smith, Smith, 2008) 1 5 5 0 10 2 4 4 4 12 3 4 3 2 09 4 5 1 5 11 5 5 5 4 14 6 4 4 4 12 7 5 5 5 15 8 5 3 3 11

Accommodations for special needs

Extra Time in Class, Provide Preferential seating, Allow for verbal responses, etc. Use simple, short, uncomplicated sentences to ensure maximum understanding. Create smart IEP Goals

Source
NCLD, 2006

Watson, 2011

Heitin, 1997

References
Boston, D. (2008, June 20). Poverty rate in georgia . Retrieved from h t t p : / / w w w . s u i t e 1 0 1 . c o m / c o n t e n t / p o v e r t y - i n - g e o r gi a - a 6 1 0 9 0

Smith, M. K. (2002, 2008). Howard Gardner, multiple intelligences and education. the encyclopedia of informal education , Retrieved from http://www.infed.org/thinkers/gardner.htm

Small, R. V. (1997). Motivation in instructional design. ERIC Digest, Retrieved from http://www.ericdigests.org/1998 -1/motivation.htm

Heitin, R. (2011). Writing iep goals. LD Online, Retrieved from http://www.ldonline.org/article/Writing_IEP_Goals

Watson, S. (2011). Mild intellectual disability, mid/ mild mental retardation. About.com Special Education, Retrieved from http://specialed.about.com/od/handlingallbehaviortypes/a/MID.htm?p=1

NCLD, (2006). Accommodations for students with LD. LD Online, Retrieved from http://www.ldonline.org/article/Accommodations_for_Students_with_LD

Weathersbee, T. (2005). Black parents should ensure white teachers are culturally sensitive. Retrieved from http://www.assatashakur.org/forum/breaking -downunderstanding-our-enemies/11946-black-parents-should-ensure-white-teachersculturally-sensitive.html

Heard, D. (1990). How do teachers identify multicultural and cross -cultural pedagogical phenomena in and out of arts classrooms? Educational Review, 42(3,P303), Retrieved from http://web.ebscohost.com.wf2dnvr11.webfeat.org/ehost/detail?sid=5f464353 1a22-49a9-9c0bd4d2b2e7242e%40sessionmgr13&vid=1&hid=21&bdata=JnNpdGU9ZWhv c3QtbGl2ZQ% 3d%3d#db=pbh&AN=9707131389

Smith, D., & Smith, B. (2008). Urban educators' voices: understanding culture in the classroom. Urban Review, 41(4), Retrieved from http://content.ebscohost.com.wf2dnvr11.webfeat.org/pdf23_24/pdf/2009/URB/01Nov0 9/44313015.pdf?T=P&P=AN&K=44313015&S=R&D=a9h&EbscoContent=dGJyMNHr7E SeprM4yOvsOLCmr0mep7FSrqy4SbaWxWXS&ContentCustomer=dGJyMOPZ7Yq549%2 BB7LHjgfLt8QAA doi: 10.1007/s11256 -008-0108-8

Appendix See attachments as referred: Demographic Survey Entry Skill and Prior Knowledge Survey Learning Style Inventory