Candi Partridge

June 12, 2009

Assignment #1 – Learner Analysis

NETS Standard #3: Research and Information Fluency: Students apply digital tools to
gather, evaluate, and use information.
GPS Standard: S3L1 – Students will investigate the habitats of different organisms and the
dependence of organisms on their habitat.

Method: The following data was collected through teacher interview, personal observation
of the students, individual IEP data, and student survey/questionnaire.

1. Target Audience: The students in my target audience range from kindergarten to fifth
grade. There are nine students in my target audience.

2. Demographics of learners:
Part 1: The students in my target audience range from kindergarten to fifth grade. There
are nine students in my target audience, 7 males and 1 female. Each of these students
receives special education services in the special education self-contained classroom.
Their disabilities range from mild to moderate intellectual disabilities as well as autism.
Classroom curriculum is based on third grade level Georgia performance standards and
lessons are modified appropriately to make learning simpler for the low functioning
students and more challenging for the high functioning students. The following table
displays results from the IEP data collections and the learning survey/questionnaire that
was administered.
Table 1
Social
Student Gender Race Age Grade Disability Favorite Learning Computer
Level Subject Preference Usage
A F B 7 2 nd
Mild ID Math Group Yes

B M W 5 K Mild ID Reading One on one Yes

with teacher
C M B 6 1st Mild ID Math Group Yes

D M W 6 1st Mild ID Reading Group Yes

E M B 9 3rd Autism Math Alone Yes

F M B 8 3rd Emotional Math Alone Yes

Behavior
Disorder -
ODD
G M W 10 5th Autism Science Group Yes

H M W 11 5th Autism Social Group Yes

Studies
I M B 11 5th Mild ID Social Group Yes
Studies
The following table, Table 2, is a detailed report of each category displayed in Table
1 above.

Table 2
Learner Survey Results
Characteristics
Gender Male: 8 Female: 1
Race African American: 5 White: 4
Age 5 years old: 1
6 years old: 2
7 years old: 1
8 years old: 1
9 years old: 1
10 years old: 1
11 years old: 2
Grade Kindergarten: 1
1st grade: 2
2nd grade: 1
3rd grade: 2
5th grade: 3
Disability Mild Intellectual Disability: 5
Autism: 3
Emotional Behavior Disorder: 1
Summary: Mild Intellectual Disability is also known as Mild Mental
Retardation. Intellectual development is slow. Criteria for MID
will often state that the child is functioning approximately 2-4
years behind and have an IQ under 70-75.
Autism is a neurological disorder that is usually identified before
the age of three. It effects social interactions, communication,
learning, imagination and behavior. Autistic individuals are often
described as being 'within themselves'. Autism does vary in
severity, individuals can be very high or extremely low
functioning.
Emotional Behavior Disorder – Oppositional Defiant Disorder
(ODD): ODD is one type of emotional behavior disorder. ODD is a
behavior disorder in which the child displays aggression and
defiance. The child often craves attention and acts out to receive
that attention. Behaviors usually have a negative impact on social
and academic functioning.
Favorite Subject Reading: 2 Math: 4 Science: 1 Social Studies: 2
Summary: Most students’ favorite subject coincided with their
disabilities. Students who preferred reading were making
progress with their reading levels and enjoyed picture books.
Student’s who preferred math, learned well using manipulatives
and participating in hands on activities. The student who chose
science as his favorite subject was into experimenting, asking
questions, and the hands on activities that science experiments
 provide. The two students whose favorite subject was social
studies enjoyed explorations, adventure, and reading maps.
Learning Working one on one with teacher: 1
Preference Working with a group: 6
Working alone: 2
Summary: One student preferred to work one on one with the
teacher. He benefits from that individualized guidance. Six
students preferred to work within a group or partner setting. Two
students preferred to work alone which directly correlates with
their disabilities. The teacher indicated accommodations and
modifications are made to the lessons to satisfy all learning
preferences.
Computer Usage Yes: 9 No: 0
Summary: All students reported they liked to use the computers
during instructional activities. The teacher indicated she also
uses computer free time as a behavior reward.

Part 2: Table 3 below displays academic levels and academic needs of the students in the
target audience. This data was collected through a teacher interview and information
included in the individual student’s IEP.

CRCT CRCT CRCT 3rd Grade

Student Grade STAR Reading English/LA Math GA Writing
Level Reading Score Score Score Assessment
Level
A 2nd 1.0 GE 778 760 771 N/A

B K Nonreader N/A N/A N/A N/A

C 1st Nonreader 772 764 776 N/A

D 1st 1.4 GE 782 780 761 N/A

E 3rd 2.2 GE 782 776 756 Does not

meet
F 3rd 2.9 GE 792 800 789 Meets

G 5th 4.3 GE 809 819 787 N/A

H 5th 4.1 GE 818 797 781 N/A

I 5th 3.5 GE 805 782 779 N/A

*See next page for summary of academic table.

Summary of Academics:
~STAR Reading Level – Current grade level is shown for the purpose of comparing where
each student is on their reading levels. Seven students are below reading grade level, and
two students are non-readers. Classroom and testing accommodations should be
implemented for each student, per the student’s IEP.

~Reading CRCT Score – the minimum passing score is 800. Students read a passage and
then answer the reading comprehension questions that follow each passage. The student
who is a 1st grade, non-reader, had the reading passages and questions orally read to him.
Five of the nine students fell below the 800 mark and did not meet expectations. Three of
the nine students passed the Reading section of the CRCT, meeting or exceeding the score
of 800. The kindergarten student did not take the CRCT therefore scores do not apply.

~English/Language Arts CRCT Score – the minimum passing score is also 800. Students were
tested in skills such as grammar, mechanics, vocabulary knowledge, word usage, etc. The
student that is a nonreader had the questions read aloud to him. Six of the nine students
did not meet requirements. Two of the nine students met or exceeded expectations of
800. The kindergarten student did not take the CRCT therefore scores do not apply.

~Math CRCT Score – the minimum passing score is 800. Students were tested on grade level
mathematics skills. Eight of the nine students did not meet expectations of the 800
minimum score. The kindergarten student was not assessed.

~3rd Grade Georgia Writing Assessment

Writing assessments are scored using a rubric. Four types of writing assessments are
submitted: narrative, persuasive, informational, and response to literature. Students do
not meet, meet, or exceed performance levels.
 3. Learner’s Intelligence Preferences
Students were administered a multiple intelligences quiz consisting of twenty-four
questions (see attached). The quiz was administered to determine the student’s learning
styles and learning strengths and weaknesses. The table below displays the student’s
results.

Types of Intelligences
Naturalist Bodily- Musical Interpersonal Intrapersonal Visual- Logical- Verbal-
Student Kinesthetic Spatial Mathematical Linguistic

A * * *
B * * *
C * * *
D * * *

E * * *
F * * *
G * * *
H * * *

I * * *

Learner Intelligence Preferences Summary:

Each student completed an intelligence survey to identify which are his or her learning
styles. The top three learning styles for each student are recorded in the table. The
teacher assisted with the completion of the survey. The survey showed most students
shared similar learning styles. The most commonly shared learning style was the verbal-
linguistic. 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, all of these students struggle with reading but can understand material that
is presented to them verbally. The second most common learning style was the shared
between the bodily-kinesthetic learning intelligence, intrapersonal intelligence, and
logical-mathematical intelligence. Through my personal observation of these students, the
bodily kinesthetic learning intelligence would be most appropriate for these students. Any
lesson that involves an activity is most likely to be retained than if it were just verbally
taught or read. Engaging the students in hands on activities are much more lasting and
effective. The students are able to relate the material to an activity or event within the
lesson. Intrapersonal intelligence is being able to function more independently, set goals
for yourself, and monitor your own progress. Logical-mathematical intelligence is being
able to understand complex problems, ask questions, find solutions, and reflect on the
problem-solving process.
4. Accommodations for special needs learners
Eligibility Students Instructional Accommodations
Categor
y
Mild A, B, C, D, I Explain/clarify/reword directions, shortened assignments
Intellectual as needed, extended time for assignments as needed,
Disability instructional support through the use of manipulatives, oral
reading/computerized reading of materials, calculator as
needed but not to become dependent upon,
preferential seating
Autism E, G, H Explain/clarify/reword directions, shortened assignments
as needed, extended time for assignments as needed,
instructional support through the use of manipulatives, oral
reading/computerized reading of materials, calculator as
needed but not to become dependent upon, peer tutoring,
small group instruction, preferential seating, close
proximity during lessons, multiple uses of technology
within lessons when available
Emotional F Explain/clarify/reword directions, shortened assignments
Behavioral as needed, extended time for assignments as needed,
Disorder – instructional support through the use of manipulatives, oral
Oppositional reading/computerized reading of materials, calculator as
Defiant needed but not to become dependent upon, preferential
Disorder seating, close proximity as necessary, behavior
rewards/incentives for positive interactions with
peers/teachers, complying with directions, and following
the rules across all school settings
References: About.com, (2009). A List of Typical Special Ed. Accommodations. Retrieved

June 11, 2009, from About.com Web site:

http://specialed.about.com/od/iep/a/accomod.htm

Individual Education Plans of students

National Center for Learning Disabilities, Inc., (2006). Accommodations for Students with LD.

Retrieved June 10, 2009, from LD Online Web site:

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

5. Motivational Strategies for target learners, task, and learning situation:

As discussed in module 5, Keller’s ARCS Motivational Model will be the focus/source of
the motivational strategies provided. The ARCS model consists of four strategies for
motivation. They are attention, relevance, confidence, and satisfaction.
Attention: How will you get the student’s attention within the instructional
environment?
The anticipatory set, or lead in to the lesson, will begin by asking students what
they know about ponds. The teacher will ask questions such as: What kinds of
animals live in the water? What animals live on the land around a pond? What
animals fly in the air near a pond? The teacher will give students time to respond to
the questions and tell of their own experiences of being around ponds. The teacher
will show pictures of ponds using the Promethean board during the discussion. This
discussion will lead us to identify what the word ‘habitat’ means and how it
specifically relates to ponds. As a group, the class will discuss and view a
PowerPoint presentation on classifications of animals that may be found in or near a
pond. These classifications will include insects, birds, mammals, reptiles, fish, and
amphibians. The teacher will read the book All Eyes on the Pond by Michael J.
Rosen.

Relevance: What is the learner going to think about what he/she is learning? Will
they value the new knowledge they are gaining? How will it relate to their real
world needs?
Students will be put in peer pairs and each pair given a laptop computer. They will
be asked to choose a pond animal and use their laptop to find more information on
the pond animal. Students should use search engines such as google, askjeeves,
yahoo, and other teacher provided web pages to find a picture of the animal,
general information about its habitat, how it moves, and the things it eats. Students
will record their information in the chart provided and record their sources of
information in the references section at the bottom of their worksheet. Student
pairs will present their findings to the class.

Confidence: Students need to know they are being successful in their learning.
Students begin at specific levels therefore achievement levels vary, especially in the
special education setting. Students are motivated to move forward when they know
they are meeting expectations.
Students will know what is expected of them at the beginning of the lesson. The
essential question will be introduced and the requirements for the research activity.
Students will know them and their partner are expected to give a presentation at
the conclusion of the lesson sharing their findings on their pond animal. They will be
allowed to present the data recorded in their chart. The teacher will monitor and
assist student research and give verbal praise and feedback to each peer pair. The
teacher will encourage the students to progress through the assignment to
completion.

Satisfaction: Students need an opportunity to use their newly learned skills and get
feedback regarding their new knowledge. The feedback will be informative to the
student as to whether he/she is performing at an acceptable and successful level.
Students will be given the opportunity to present their newly learned information to
the class. They will receive immediate verbal feedback and praise upon the
completion of their presentation and later receive a graded rubric of their research
and presentation.

**Please note, due to the special education setting, teacher and paraprofessional
support will accompany all activities. Charts and rubrics will be appropriately
modified. Research will be closely guided, monitored, and directed to the
appropriate websites for completion of the research activity.
6. Culture and/or Ethnicity
Teachers need to be aware of the variety of cultures, religious beliefs, and values
that exist today among races and genders of people. The class consists of one,
African American female, four African American males, and four Caucasian males.
Cultural differences exist among the two races represented and the two genders.
The teacher needs to carefully and strategically pair peer pairs for the web research
activity. He/she needs to be considerate of academic abilities, variations of grade
levels, and interests. The teacher also needs to strive to create racially diverse peer
pairs.
References:
Davis, B. (1993). Diversity and Complexity in the Classroom: Considerations of Race,

Ethnicity, and Gender. Retrieved June 12, 2009, from Tools for Teaching Web site:

http://teaching.berkeley.edu/bgd/diversity.html

Module 5 Learning Module: Differentiated Learning (Audio/Slide Lecture)

Mora, J. (1998-7-27). Educational Needs of Diverse Learners. Retrieved June 11, 2009, from

Cultural Diversity in the B/CLAD Classroom Web site:

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

7. Technology Resources
Each of the students in this class enjoys the use of computers. Students will use
laptop computers and wireless Internet to research, collect, and analyze information
(NETS Standard 3) on habitats in Georgia (GPS S3L1), specifically ponds. Students
will use a variety of sources to collect data and will be provided headphones for
auditory presentations on the visited websites. The Promethean board and
PowerPoint presentation will expose the students to various forms of technology
presentations.
Name _____________________________

More about you……

1. What grade are you in?

Kindergarten 1st grade 2nd grade 3rd grade 4th grade 5th
grade

2. How old are you?

5 years old 6 years old 7 years old 8 years old

9 years old 10 years old 11 years old 12 years old

3. What is your gender?

Male Female

4. What is your race?

Caucasian African-American Hispanic Asian

5. What is your favorite subject?

Reading/LA Math Science Social Studies

6. How do you prefer to learn?

One on one with the teacher In a small group By yourself

7. Do you like to use the computer to learn?

Yes No

8. List two other things you think I should know about you. It could be
something fun, unique, or interesting.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________
What is your learning style? Take the quiz. There are 24 questions, circle the answer to
each question. Try not to think too hard -- just go with your first thought when describing your
daily activities and interests. At the end, you'll find out more about how you learn.

How much time do you spend...?

1. Getting lost in a good book.

None Only a little A fair amount A lot All the time

2. Doing crafts or arts projects.

None Only a little A fair amount A lot All the time

3. Trying to solve mysteries, riddles, or crossword puzzles.

None Only a little A fair amount A lot All the time

4. Writing a journal.

None Only a little A fair amount A lot All the time

5. Reflecting on your life and your future.

None Only a little A fair amount A lot All the time

6. Playing sports.

None Only a little A fair amount A lot All the time

7. Desiring to spend time with nature.

None Only a little A fair amount A lot All the time

How likely would you be to…?

8. Write a letter, story, or poem

I’d hate to I’d be hesitant I wouldn’t mind I’d like to I’d jump at the
chance to
9. Trying to build or fix something yourself.
I’d hate to I’d be hesitant I wouldn’t mind I’d like to I’d jump at the
chance to
 10.Try to think about a problem scientifically.

I’d hate to I’d be hesitant I wouldn’t mind I’d like to I’d jump at the
chance to
11.Try an activity for self-improvement.

I’d hate to I’d be hesitant I wouldn’t mind I’d like to I’d jump at the
chance to
12.Sing a song.

I’d hate to I’d be hesitant I wouldn’t mind I’d like to I’d jump at the
chance to
13.Play a musical instrument.

I’d hate to I’d be hesitant I wouldn’t mind I’d like to I’d jump at the
chance to
14.Look after an animal.

I’d hate to I’d be hesitant I wouldn’t mind I’d like to I’d jump at the
chance to

When you are in a group, how often do you find yourself…?

15. Speaking on behalf of the group

Never Only a little A fair amount A lot All the time

16. Navigating or reading the map.

Never Only a little A fair amount A lot All the time

17. Taking the role of leader.

Never Only a little A fair amount A lot All the time

18. Acting a role or doing an impression of someone.

Never Only a little A fair amount A lot All the time

How well do these statements describe you?

19. I like to tell stories

Not me at all A little like me Moderately like me

A lot like me Exactly like me

20. I like to try to figure out people.

Not me at all A little like me Moderately like me

A lot like me Exactly like me

21. I often set goals for myself, or make specific plans for the future.

Not me at all A little like me Moderately like me

A lot like me Exactly like me

22. I like writing songs or creating new music.

Not me at all A little like me Moderately like me

A lot like me Exactly like me

23. I enjoy dancing.

Not me at all A little like me Moderately like me

A lot like me Exactly like me

24. I like gardening and working with plants.

Not me at all A little like me Moderately like me

A lot like me Exactly like me