FRIT 7230 Group Learner Analysis Georgia Southern University

Amy Womack Dolly Morris Leslie Walbert Erin Altmeyer Denise Johns

Summer, 2012 Dr. Charles Hodges

Introduction The ten students identified in this assessment attend a public primary school (K-2) in southeast Georgia. The school is located in a rural area outside one of the states mid-sized towns. These students are currently enrolled in the first grade at the primary school in a general education classroom. The students participate daily in five academic subjects, and in four specials classes (Music, P.E.-2xs, Computer, and Art) weekly. This learner analysis assignment renders results to be considered in the development of this courses academic unit for our group. The goal of this academic unit is for these students to produce a seasons and weather theme box that contains a wide variety of props and manipulatives which demonstrate childrens understandings of seasonal weather patterns and how weather effects water. The units product (theme box) is based upon the following first grade Science standards: S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type. b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally. c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes S1E2. Students will observe and record changes in water as it relates to weather.

a.

Recognize changes in water when it freezes (ice) and it when it melts (water).

b. Identify forms of precipitation such as rain, snow, sleet, and hailstones as either solid (ice) or liquid (water). c. Determine that the weight of water before freezing, after freezing, and after melting stays the same. d. Determine that water in an open container disappears into the air overtime, but water in a closed container does not. Demographics The ten students chosen for this assessment are all first graders and are taken from an overall first grade population of 305 students at the school. Based on results from the first quarter first grade Science benchmark assessment, the Power Teacher standards-based cumulative report card from the first quarter of first grade, the Georgia Kindergarten Inventory of Developing Skills (GKIDS-Science) assessment from the previous school year, an online learning styles interview survey, and the students Individualized Education Plans (IEP), if applicable, our group is able to draw instructional conclusions, formulate learner goals, and select activities for the upcoming unit on weather. Therefore, from these assessment reviews, one student from our assessment group is classified as a high ability learner, four are classified as average learners, two are identified as having a learning disability, with accompanying IEPs, and the remaining three of our students are identified as a slow learners and are currently being monitored in the Response to Intervention (RTI) process at our school. The ethnic breakdown is as follows: six students are

African American (3 male, 3 female) and four are Caucasian (3 male, 1 female). All of the students receive free and reduced lunch at our school, which contains over fifty percent of attendees from single family and economically disadvantaged homes. Entry Skills and Prior Knowledge Based on the results of the 2012 school year state mandated GKIDS assessment tool and the 2012-2013 SY quarter one district-appointed benchmark in the area of Science, the students show a range of performance levels applicable to our units development. Relevant Unit Standard Elements for Learner Analysis: a: Describe changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day. b: Classify objects according to those seen in the day sky and those seen in the night sky. c: Recognize that the Sun supplies heat and light to Earth. Q1: Uses themes to frame questions about science-related issues and problems, uses informational texts, computers, journals, and various other sources, to help answer sciencerelated questions and plan investigations, uses thematic vocabulary and science content to ask questions, make observations, and offer explanations. Student GKIDS GPS aSKE1 (Yearly) GKIDS GPS bSKE1 (Yearly) GKIDS GPS cSKE1 (Yearly) First Grade Q1 SCI BMK (Quarterly)

*1-Black Male 2-Black Male 3-Black Female 4-Black Male *5-Black Female 6-Black Female 7-White Male 8-White Male 9- White Male 10-White Female

DNM M M M DNM M E M DNM M

DNM M M M M M M M DNM DNM

DNM DNM E E DNM M E M DNM DNM

DNM DNM DNM M DNM DNM M M DNM DNM

*IEP-Learning Disabled Did Not Meet Standard: DNM Academic Motivation Based on our experience as first grade educators and with these ten students specifically, we have determined that they are motivated to learn about weather patterns, seasons, and the effect that weather has on water. One major motivating factor for these six and seven-year-olds is the recent unseasonably warm weather in our area that caused a tornado to touchdown in a nearby town. Some students extended family was negatively impacted by the storm losing property or having to temporarily relocate. Additionally, when the towns emergency siren sounded to warn of the approaching storm, some of the students heard the siren and were scared. Further, when discussing water as a vital natural resource for living, all the students had a strong and excited opinion that was mostly connected to swimming and other warm weather related fun activities that they have experienced. Also, we frequently serve crushed ice snow cones for Fun Friday rewards in class, thus, the students have frequent and real-life experiences with Met Standard: M Exceeds Standard: E

water in more than one form. Finally, we conducted a one-on-one five-question interview conference to determine these students motivation to learn more about these aspects of Science as referenced in our goal. The results of the motivational survey interview and the learning styles interview helps our group know how to move forward in planning our unit for sustained motivational momentum with the students. The ARCS Model of Motivational Design Keller proposes that the four components of the ARCS model are necessary to achieve motivational success when learning. Maintaining motivation, or overcoming motivational challenges, is addressed in each phase of the ARCS model: Attention, Relevance, Confidence, and Satisfaction. According to Keller (1999) the ARCS model provides guidance for creating and selecting motivational tactics, and follows a process that integrates well with instructional design and development (p.39). Attention: Grabbing the Attention of learners can be initially achieved by the use of interesting graphics, animation or any kind of event that introduces incongruity or conflict (Keller, 2004, p. 231). Our first graders might have a positive reaction to a fun weather video (DK Eyewitness DVD: Weather or Disney Presents Bill Nye the Science Guy on Earths Seasons, Storms, Wind, etc.), a guest speaker, or a Prezi presentation. The opportunity to use photography and recording equipment and the introduction of unfamiliar tools such as a wind vane and rain gauge (as suggested by GPS S1E1) will continue to hold students attention during the three-week unit.

Relevance: Relevance is the next phase of the ARCS model. Applying relevancy to a project should go beyond just the basic idea that if a student does well on this assignment and others they will get a good grade and progress onto the 2nd grade. The ultimate educational goal is to graduate high school and hopefully move onto higher education. An assignment that is relevant to their lives at the moment makes it personally interesting (Keller, 2004, p. 231). Cold weather may not be an issue but snow conditions could lead to a snow day at school and icy or rainy conditions could mean no outside playtime. The relevant goal of learning the material in order to pass to the next grade is an extrinsic motivation while a currently relevant topic appeals to the students as an intrinsic motivation (Keller, 2004). Confidence: The third phase of the ARCS model is creating Confidence. The student needs to feel that completion of the assignment is achievable with their current level of knowledge and knowledge obtained during the assignment. Students want to feel they succeeded because of their own abilities and efforts rather than luck or the task being too easy or difficult (Keller, 2004, p.231). The students must feel challenged but not overwhelmed or underwhelmed. Having students individually or in groups contribute content for a blog could be a good method for creating confidence. Their research combined with photographs and/or videos in a blog format will visually show how much they have accomplished. Additionally, reviewed items from the weather theme box serve as ongoing hands-on show-and-tell reminders of lasting understanding of the unit topic.

Satisfaction: The final phase of the ARCS model, satisfaction, requires recognition of the completed task. The level of motivation maintained by the first three phases is rewarded with a sense of accomplishment. It also means the students will only get out of the assignment what they put in to it. Keller (2004) states, satisfaction is necessary in order for learners to have positive feelings about their learning experiences (p.231). Recognition can be achieved by giving good grades on the final project (if earned) or positive reinforcements throughout the three-week unit such as awards for best photograph, most unique blog post title, best artifact collected, or most data gathered. Recognition paired with avoiding favoritism is also part of the phase of satisfaction. Learner Characteristics Each student completed a multi-intelligence survey to identify learning style strengths based on the work of Howard Gardner. The top two learning styles for each student are recorded in the table below. The teacher assisted with the completion of the survey via one-to-one student interviews. The surveys showed most students from this analysis group shared similar learning styles. The online learning style survey used included kid friendly language to describe Gardners Multiple Intelligences, which was necessary to effectively discuss the concepts of the multiple intelligence frameworks with younger children. Additionally, our group provided an online parent friendly multi-intelligence link to our assessment groups guardians so that they, too, are able to gain insight and/or provide feedback to educators regarding their childs learning strengths or weaknesses when desired. Student
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Two Strongest Multiple Intelligences

1-Black Male

Linguistic/Bodily-Kinesthetic Word Smart/ Body Smart

2-Black Male

Bodily-Kinesthetic/Logical Mathematical Body Smart/Number Smart

3-Black Female

Bodily-Kinesthetic/Intrapersonal Body Smart/ Myself Smart

4-Black Male

Linguistic/Intrapersonal Word Smart/ Myself Smart

5-Black Female

Bodily-Kinesthetic/Logical Mathematical Body Smart/Number Smart

6-Black Female

Bodily-Kinesthetic/Linguistic Body Smart/Word Smart

7-White Male

Linguistic/Intrapersonal Word Smart/ Myself Smart

8-White Male

Musical/Linguistic Music Smart/ Word Smart

9- White Male

Linguistic/Visual-Spatial Word Smart/ Picture Smart

10-White Female

Logical-Mathematical/Intrapersonal Number Smart/ Myself Smart

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm

The most commonly shared learning style was verbal-linguistic, or word smart intelligence. This specifically coincides with the students in that the verbal-linguistic intelligence uses words effectively to understand challenging material and to ask questions. For example, many of these students struggle with reading but can understand material that is

presented to them verbally aloud. The second most common learning style is the body smart intelligence, myself smart intelligence, and number smart intelligence concomitantly. Through our personal observation of these students, the body smart intelligence is age-appropriate for our group and an anticipated strength for first graders. Any lesson that involves an activity is most likely to be retained versus if it is only verbally taught or read. Engaging the students in handson activities is typically more lasting and effective with primary students. The students are able to relate the material to an activity or event within the lesson topic. Myself smart intelligence is being able to function more independently, set goals for ones self, and monitor your own progress. Number smart intelligence is being able to understand complex problems, ask questions, find solutions, and reflect on the problem-solving process. Other important learner characteristics remind teachers to be keenly aware of the variety of cultures, religious beliefs, and value systems that exist today among races, genders, and religions of students. According to the Center for Research, Diversity and Excellence (2010), Students that come from diverse backgrounds need to be given opportunities to be challenged by activities. Furthermore, teachers of students with varying ethnic background should design instructional tasks that advance student understanding to more complex levels and present challenging standards for student performance (para. 9). The ten students involved in our assessment are from a variety of cultural backgrounds. Cultural differences exist between the two races represented and the two genders we have analyzed. So, the teacher must carefully and strategically plan interactive learning experiences taking into consideration this diversity. Racially diverse instructional peer partnerships are desired throughout the units lessons. This diversity awareness and practice is always balanced against the knowledge of commonalties that all diverse peoples share. Thus, it is the professional

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educators goal to remember the academic rigor necessary for todays students while remaining sensitive to multi-cultural factors. This balance is not easy. According to Ladson-Billings (1995), though, Culturally diverse students must experience success. In order to do this, students must develop their academic skills. The way those skills are developed may vary, but all students need literacy, numeracy, technological, social, and political skills in order active participants in a democracy (p.160). Accommodations Finally, the Individuals with Disabilities Education Act (IDEA) legally requires that the learners instructional accommodations be written into a students IEP if he or she has been legally identified as a student with disability or SWD. Our groups assessment cadre contains two students identified as special education learners according to legal statutes. However, current professional practice influenced by the likes of educational researchers such as Carol Tomlinson Howard Gardner, and others dictates that all children receive instructional modifications or accommodations based upon things like intelligence style and academic data factors. This is the mark of a good educator and necessary for measurable academic success by state, national, global, and legal standards. As part of this assessment, then, and as has been our groups professional practice, the following learner accommodations will be utilized based on our knowledge of our learners, current professional ethical practice, research-based data, and teacher evaluation instrument requirements. Additionally, ongoing learner responses to new material presented in the unit will undoubtedly require the creative addition of other accommodations as needed, establishing the fluidity of the following list instead of the rigidity of it.

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Additional time to complete assignments (NCLD, 2006). Explain/clarify/ reword directions Shortened assignments as needed. Instructional support through the use of manipulatives. Oral reading/computerized reading of materials. Use of graphic organizers (About.com, 2012) Utilize flexible needs-based grouping, (Hall, Strangman, & Meyer, 2011). Close proximity during lessons with frequent redirection. Multiple use of technology within lessons when available. Supply provision (pencil, paper, etc.)

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References About.com, (2012). A list of typical special ed. accommodations. Retrieved from http://specialed.about.com/od/iep/a/accomod.htm Center for Research on Education, Diversity and Excellence, University of California. (2010). Five standards for effective Pedagogy. Retrieved from

http://www.tolerance.org/activity/five-standards-effective-pedagogy Davis, B. (1993). Diversity and complexity in the classroom: Considerations of race, ethnicity, and gender. Retrieved from http://teaching.berkeley.edu/bgd/diversity.html Hall, T., Strangman, N., & Meyer, A. (2011, January 14). Differentiated instruction and implications for UDL implementation. National Center on Accessible Instructional Materials (NCAIM). Retrieved from http://aim.cast.org/learn/historyarchive/backgroundpapers/differentiated_instruction_udl Keller, J. M., & Suzuki, K. (2004). Learner motivation and e-learning design: A multinationally (sic) validated process. Journal of Educational Media, 29(3), 229-239. doi: 10.1080/1358t65042000283084 Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching & Learning, (78), 39-47. Retrieved from http://web.ebscohost.com/ehost/ Ladson-Billings, G. (1995). But thats just good teaching! The case for culturally relevant pedagogy. Theory into Practice, 34. Retrieved from

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http://www.tolerance.org/sites/tolerance.org.tdsi/files/assets/general/LadsonBillings_PDF.pdf Mora, J. (1998, July 27). Educational needs of diverse learners. Retrieved from http://coe.sdsu.edu/people/jmora/DiversityMMdl/Default.htm National Center for Learning Disabilities, Inc., (NCLD). (2006). Accommodations for students with learning disabilities. Retrieved from http://www.ldonline.org/article/Accommodations_for_Students_with_LD Smith, M.K. (2002, 2008). Howard Gardner and multiple intelligences. The Encyclopedia of Informal Education. Retrieved from http://www.infed.org/thinkers/gardner.htm. Tomlinson, C.A. & Eidson, C. C. (2003). Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 5-9. Association for Supervision and Curriculum Development. Alexandria, VA

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Appendices Multiple Intelligence Online Surveys Overall Database http://kids.lovetoknow.com/wiki/Multiple_Intelligence_Test_for_Children For Teachers and/or Students http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/ch oose_lang.cfm For Parents http://school.familyeducation.com/multiple-intelligences/learning-styles/childsspecial-gifts/66373.html First Grade Standards and Benchmarks www.georgiastandards.org http://www.hudson.k12.ia.us/ElementaryInfo/First_Grade/First_Grade_Science _Benchmarks.pdf http://www.cms.k12.nm.us/mesa/Curriculum/downloads/science1.pdf http://www.wisp.k12.wi.us/education/dept/dept.php?sectiondetailid=917

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Multiple Intelligence Online Survey Result Student Example

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First Grade Science Motivation Survey Interview Question Bank 1. Do you like science class? Why or why not? 2. Complete the following sentence: Science is ______________________. 3. When you are learning science, what kinds of things are you doing/do you do? 4. When you are learning science, where do you learn it? 5. What is your favorite thing to do outside? 6. What is your favorite thing to do in/with/around water? 7. Name one thing you can do in winter/spring/summer/fall? 8. What kind of weather makes you happiest/saddest? Why? 9. If you could learn anything you wanted about weather/water, what would you want to learn? 10. Whats one thing you can do when it is raining?

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