Rachael McGaha Learner Analysis 9/30/14

Introduction
The learners that were analyzed in this report are current students at Ola High School.
Ola High School is a public school in Henry County, Georgia. The learning environment
is in a third year career technical course called Public Safety. The learners are 11
th

graders with various degrees of learning abilities. Since the course is a career technical
course each student has a desktop computer available for use. For this unit on Digital
Citizenship the Nets addressed are to promote and model responsible social
interactions related to the use of technology and information and to promote and
model digital etiquette and responsible social interactions related to the use of technology
and information.
Demographics
Demographic data on the learners is obtained through Infinite Campus. Infinite
Campus is the computerized system that Henry County uses to store data on students.
The data collected indicates gender, race, age, and if students have a disability and an
Individualized Educational Program. (Appendix A)
Entry Skills & Prior Knowledge
There is a basic set of rights for every digital citizen. These rights should be
taught to users along with the responsibilities that come with those rights. So often users
do not understand appropriate conduct and they misuse technology. Even though there
are rules and policies, users need to be taught appropriate etiquette and digital citizenship.
All users need to be made aware that there are physical and psychological issues that can
arise with the misuse of technology. Users need to be taught how to protect themselves
Rachael McGaha Learner Analysis 9/30/14
from dangers through education and training. A pre-assessment class survey indicates
67% of the students have experienced or have been affected by the misuse of technology,
and 33% have not. (Appendix B)
Academic Motivation
Students at the high school level are highly motivated by real world scenarios
that they can relate to. So often students do not understand appropriate conduct
and misuse technology. Even though there are rules and policies, students need to
be taught appropriate etiquette. There are so many examples of the damage that
inappropriate use can cause especially involving youth. Students will be motivated
to learn appropriate etiquette through relating to real life scenarios that have
affected real people.
Motivational Strategies
To motivate learners I try to gain their attention though different types of
inquiry and media. Specific examples will be examined through watching
scenarios. To show relevance I will review present knowledge regarding Digital
Etiquette and ask discussion questions to connect and activate prior knowledge.
Students will complete a pre-unit assessment survey as well. The learners will be
reminded of the usefulness of digital etiquette skills to function in society. Before
the learners begin, I will model an exercise using a scenario on the Promethean
Board. To build student confidence I will provide students with a checklist. As the
students complete the unit, the checklist will be used to guide the flow of the unit.
As students upload their responses to each scenario to Edmodo, teacher will provide
feedback. The learners will also have the opportunity to work in groups of two,
Rachael McGaha Learner Analysis 9/30/14
which will provide support for learners with disabilities. Watching simulated real
life scenarios will motivate learners to understand real world problems caused by
inappropriate use of technology. The groups will each develop a list of digital
etiquette rules to enforce appropriate use of technology and upload the list to
Edmodo. Each group will present their Etiquette rules to the class. It is important
for the students to explore and understand digital citizenship to make them
responsible digital citizens in society.
Learner Characteristics
I have learned that students come from various cultures, family backgrounds,
and socioeconomic levels. My goal is to help them understand digital citizenship
and to help them function in a safe environment where everyone feels comfortable
communicating and interacting in the digital world. It is important to realize that
students concept of digital citizenship and digital manners or etiquette acquired
through the values of their culture will impact their social and emotional success in
the digital world. Espinosa, Knipping, McGathren, & Stormonts (2003) article
stated the following:
A deep understanding of both culture and learning style differences is
important for all educators, though the subject must be addressed carefully.
The relationship of the values of the culture in which a child is currently
living, or from which a child has roots, and the learning expectations and
experiences in the classroom is directly related to the child's school success
academically, socially, and emotionally.
Rachael McGaha Learner Analysis 9/30/14
The students took a Multiple Intelligence Test based on Gardners multiple
intelligences. (Appendix C). The data collected showed that the majority of male
students were Logical/Mathematical learners and they learn best through
exploration. It also indicated that many of the students with disabilities were Visual
and Spatial and Body/Kinesthetic learners. These students learn best with visual
stimulation, movement, tactile experiences, and hands-on learning. Students with
disabilities need accommodations to support their learning styles and their learning
differences.
Accommodations
There are specific appropriate accommodations for learners with disabilities.
Research shows that students with disabilities benefit from using graphic
organizers to help them organize their thoughts. In Hall and Strangmans (2002)
research on the effectiveness of graphic organizers improving learning outcomes for
a variety of learners, they found that 10 of 12 studies reported some positive
learning outcomes using graphic organizers. Using graphic organizers are especially
beneficial for students who have expressive and receptive language disorders, and
for those who are visual learners. A graphic organizer will be available for students
with disabilities to use as a guide for the scenario discussion responses.
Accommodations are a vital piece of the learners with disabilities Individual
Educational Program.
While implementing this unit of instruction, it is important to know and
understand the students. First, I must have knowledge of basic demographics and
their ability levels. Then, I must access their entry skills and prior knowledge. Also,
Rachael McGaha Learner Analysis 9/30/14
it is important to know what motivates the students and to know what strategies
work best with their learning characteristics. Finally, I need to implement
appropriate accommodations to support their learning.







































Rachael McGaha Learner Analysis 9/30/14


References

Espinosa, L., Knipping, N., McGathren, R., & Stormont, M. (2003). Supporting
vulnerable learners in the primary grades: Strategies to prevent early school failure.
Early Childhood Research & Practice, volume 5 (2). Retrieved from
http://ecrp.uiuc.edu/v5n2/stormont.html

Hall, T., & Strangman, N. (2002). Graphic organizers. Wakefield, MA: National Center
on Accessing the General Curriculum. Retrieved from
http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organi....


































Rachael McGaha Learner Analysis 9/30/14



Appendix A
Demographic Information on Students from Infinite Campus (2014)





Appendix B
Class Pre-Unit Survey (2014)

0
2
4
6
8
10
12
14
16
18
20
Gender
Female
Male
0
2
4
6
8
10
12
14
16
18
20
Race
African
American
Caucasian
0
2
4
6
8
10
12
14
16
18
20
Age
18
years
old22
17
years
old2
16
years
old
0
2
4
6
8
10
12
14
16
18
20
Disablility
Without
IEP
With IEP
Rachael McGaha Learner Analysis 9/30/14


Appendix C
Multiple Intelligence Test Taken by Students (2014)
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.
Students affected by the misuse
of technology
Affected
Not Affected
Rachael McGaha Learner Analysis 9/30/14
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.
Top of page





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.
Rachael McGaha Learner Analysis 9/30/14
A
Linguistic
B
Logical- Mathematical
C
M usical
D
Spatial
E
Bodily-
Kinesthetic
F
Intra-
personal
G
Inter-
personal


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


www.spannj.org/BasicRights/appendix_b.htm


Rachael McGaha Learner Analysis 9/30/14