Brendle+Learner+and+Context+Analysis

Instructional Design Unit

Learner and Context Analysis

Goal: ** The student will independently evaluate a website to determine if it is acceptable for academic research. ** Target Learner: English 11 students

and characteristics:
 * Learners ||  || Data Source || Characteristics || Implications ||
 * || Group identification

Grade 11 English

Regular Course || observation,

experience with them this year,

standardized test scores available in the school,

grades and experiences in past courses. || Overview:

Three classes: 38 boys, 20 girls

Average age = 17

90% Caucasian, 8 % Black, 2% Asian

2 Asian ESL learners

95% have stable home lives

Special Ed: About 4 students in each class have ADD/ ADHD and/or LD and/or emotional problems. The result is they have trouble staying focused and sitting in a seat for 50 minutes. || The lesson will need to

1. allow for high level of learner engagement.

2. be broken into small sections

3. allow for individualized pacing.

4. be hands-on, non-lecture.

5. be clearly presented and implemented.

6. The ESL students will need some remediation on terminology. Have the ESL teacher remediate. || with the group
 * || Entry Behaviors || Observation from previous research assignments || All students can perform basic computer operations, including basic web searching. || none ||
 * || Prior Knowledge || Observation and experiences

School’s curriculum includes these skills. || Most students know basic computer and research terminology.

They can explain basic bibliographic elements.

They can create a Works Cited page with help from a resource. || 1. Pre-test to see how much they know about websites, research and bibliographic information.

2. Re-teach / review as needed. Provide a review activity for all kids.

3. ESL implication: Have the ESL teacher help with this remediation. || with the group || A range of attitudes exists. 75% are generally interested in learning.
 * || Attitudes || Observation and experiences

25% are discipline issues and/or at risk. || 1. The lesson should be motivational, authentic, and contain a few different activities. ||
 * || Motivation || Observation, student feedback, experience with them || A range of motivation exits.

Most are motivated by grades as it is an academically oriented school system. However, some kids are only motivated NOT to get an F and are quite happy with a D. They don’t really care about the target skill; they just care about getting the task done.

Most kids are motivated by a desire to learn something new that they can apply to their lives immediately.

Working on the internet is motivational b/c it doesn’t seem like “school” to them. || 1. Provide a clear and interesting rationale for learning the material

2. Provide an authentic learning experience so they can see its direct and immediate application

3. Provide a range of sites to be evaluated to appeal to both sexes

4. Differentiate: provide a challenge to my high ability students || Special ed documents, prior English classes || All passed the OGT. All passed English through grade 10. Based on standardized tests and classroom placements/ programs: 80% average, 5 % above average, 15 % below average (IEPs and 504s) || 1. Teach to the average with slight differentiation available. || experience with them || 1. Many of these kids like to work collaboratively or discuss information. 2. Many need or benefit from visual and auditory instruction. 3. Most like to be engaged and to contribute. || 1. Include opportunities for collaboration or discusson in at least part of the lesson
 * || Education and Ability || Test scores,
 * || Learning Preferences || Observation,

2. Include visual and auditory instruction

3. Include opportunities for hand-on learning ||
 * ** Context ** ||  ||   ||   ||   ||
 * || ** Performance **
 * Context ** || Support || The level of support is unknowable at this time. || none ||
 * ||  || Relevance || The skill of evaluating websites is highly relevant to the students beyond my instruction.

They will need to know these skills for college and in life. || 1. Use authentic sites 2. Include good and bad sites 3. Include consquences of not determining a site's credibility and using the material || Influence on performance and learning context || The learning environment is highly social because the classes are small and the learners all know each other fairly well. || 1. Allow collaboration or discusson 2. Individual work must be engaging and authentic ||
 * || ** Learning **
 * Context ** ||  ||   ||   ||
 * ||  || Social :
 * ||  || Design and delivery constraints || 1. In the labs, the desks all face one direction, which inhibits much collaboration of more than two people.

2. The lesson is dependent on the electricity and internet working that day. || 1. Collaboration of more than two students at a time won’t work well.

2. A backup plan must be in place if the computers or internet don’t work. ||