Lacey Phillips FRIT 7430 Instructional Design Learner Analysis Assignment Fall 2011 Introduction The learning for

r my analysis is taking place in a public middle school in southeast Georgia. It is in a 7th grade Mathematics classroom. We are working on our Dealing with Data unit. This unit includes the following Georgia Performance Standards: M7D1. Students will pose questions, collect data, represent and analyze the data, and interpret results. a. Formulate questions and collect data from a census of at least 30 objects and from samples of varying sizes. b. Construct frequency distributions. c. Analyze data using measures of central tendency (mean, median, and mode), including recognition of outliers. d. Analyze data with respect to measures of variation (range, quartiles, interquartile range). e. Compare measures of central tendency and variation from samples to those from a census. Observe that sample statistics are more likely to approximate the population parameters as sample size increases. f. Analyze data using appropriate graphs, including pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots introduced earlier, and using box

and- whisker plots and scatter plots. g. Analyze and draw conclusions about data, including describing the relationship between two variables. Demographics At the beginning of each school year, our students are asked to take home student information sheets to their parents, where they fill out demographic information on the students we teach. Once the students bring them back, teachers turn them into the front office, and the secretaries work to put the information into Infinite Campus, where it is readily available at any time for teachers to look at. This is where I went to obtain the information on my students. I chose to focus on learners in my second block as my group for the learner analysis. This class includes twenty-one students, whose demographic information is included in the table below. Student numbers are being used to ensure student anonymity. Student Number 1 2 3 4 5 Race/Ethnicity # Siblings Enrolled in Public School System 1 1 3 0 1 Special Needs Other notes

White White White African American White

N/A N/A N/A N/A N/A

Student living with grandparents Lives with mother and stepfather Lives with father and stepmother Lives with mother and stepfather Lives with

6 7 8 9 10 11 12

White African American White White African American White White

2 3 1 2 0 1 3

N/A N/A N/A N/A N/A N/A Speech teacher is to sit him at front of the room and use proper pronunciation N/A N/A N/A N/A ELL N/A N/A N/A N/A

mother and grandmother Lives with both parents Lives with mother Lives with both parents Lives with grandmother Lives with mother Lives with both parents Lives with aunt and uncle

13 14 15 16 17 18 19 20 21

White African American White White Hispanic White African American African American African American

2 2 1 2 2 0 2 0 1

Lives with aunt and uncle Lives with both parents Lives with both parents Lives with both parents Lives with mother Lives with grandfather Lives with mother Lives with mother Lives with grandparents

Entry Skills and Prior Knowledge In regard to educational and ability levels, I thought it would be best to include my students CRCT levels from the previous year in Math they will be denoted with the following letters: DNM Did Not Meet the state standard; M Meets the state standard; and E Exceeds the state standard. Our schools use this information to place students in their classes so that the classes are grouped with students with similar entry levels and ability levels. I obtained this information from my school Principal, and each teacher at my school has access to the information of the students they come in contact with on a daily basis. I am not going to list individual student reports; instead, I am just going to list the number of students in each level. Students who did not meet the state standard - 15; students who Met the standard - 4; and students Exceeding the standard - 0. I also have two new students, who I do not have this information on. From this information, you can tell that the majority of the student in my second block did not meet the state standard on the CRCT last year. Many of the students who did not meet, however, were 2-8 points away from meeting the standard. Therefore, I have my work cut out for me this year. However, my students took their Pre-test for 7th grade Mathematics during the second week of school and the standards from this Dealing with Data unit were actually the top scores for this class. Therefore, I am expecting great things out of my students in regards to these particular standards for this unit. Academic Motivation Students come in on the first day of school with many different ability and achievement levels, and from many different backgrounds and learning styles. My students

took a survey on the first day of school that actually showed them what type of learner they were. You will find this survey posted in the Appendix of this paper. When students took this survey, they turned it into me, and this is the information I found: Student Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Type of Learner (from student survey) Visual/Spatial Linguistic; Interpersonal Kinesthetic Linguistic; Musical Visual/Spatial; Kinesthetic Kinesthetic; Linguistic N/A new student Linguistic; Musical Linguistic; Kinesthetic Musical; Linguistic; Interpersonal Kinesthetic; Visual/Spatial Visual/Kinesthetic Linguistic Linguistic; Musical Visual/Spatial; Intrapersonal Intrapersonal Logical; Visual Kinesthetic

19 20 21

Linguistic; Intrapersonal Intrapersonal; Kinesthetic Linguistic; Interpersonal

Motivational Strategies One of the toughest parts of my job is figuring out different ways to meet the needs of all the different types of learners I have in my classroom (at the same time.) Learner Characteristics Accommodations References Appendix Gardners Multiple Intelligence Test (given to students)

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. 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.

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.
A Linguistic B LogicalMathematical C D E BodilyKinesthetic F G

M usical Spatial

IntraInterpersonal personal

7 ___ 8 ___ 14___ 18 ___ 25 ___ Totals: ____

4 ___ 5 ___ 12 ___ 16 ___ 21 ___ ____

2 ___ 3 ___ 10 ___ 20 ___ 23 ___ ____

1 ___ 9 ___ 11___ 19___ 22___ ____

6 ___ 13 ___ 15 ___ 17 ___ 24 ___ ____

26 ___ 28 ___

27 ___ 29 ___ 30 ___

____

____