For this activity you will create an analysis of your leaners for the course or unit of instruction that you
will be redesigning for this program. (If you need to brush up on learner analysis refer to Chapter 4 : Instructional Analysis Analyzing the Learners, from Smith and Ragan, posted on our iTunes U site.)
will be redesigning for this program. (If you need to brush up on learner analysis refer to Chapter 4 : Instructional Analysis Analyzing the Learners, from Smith and Ragan, posted on our iTunes U site.)
1.) There are four categories you should generally look at when analyzing your learners. These include cognitive, physiological, affective and social. You should also consider similarities and differences between learners as well as specific prior learning.
2.) After you have written your initial analysis, determine how the characteristics above will impact instructional variables such as, but not limited to:
Abstractness
3.) Write out an analysis of these characteristics that you can share with the group on our blog, and at the October meeting. Access the posting for this activity at:
Analysis of Learners
ReplyDeleteCognitive
My learners have teaching certificates and generally 98% of them are classroom teachers in grades PreK through 12th. Only one or two in a section of 20 graduate students may be a paraprofessional/classroom aid and/or be involved in a job search. The majority of these graduate students are teachers. They have completed at least 24 hours of graduate courses with a focus on reading/literacy. At this point in the graduate reading program, they have all successfully completed at least two graduate courses online, if not more.
Physiological
My learners tend to be female with possibly 1 or 2 exceptions. It is not uncommon to have an entire section for female graduate students. They are all nontraditional students in their 20s, 30s, 40s, and 50s generally.
Affective
Because this is one of the last courses they complete in the program (MS degree), they are highly motivated to learn and complete projects. With program completion, they will receive an increase in salary, a new teaching certificate, a new title, and possibly a new teaching position if they so desire. These graduate students are typically "A" students who have successfully completed at least eight other literacy-related courses. This course does create some apprehension among participants due to the assignments/projects. Although some may have some degree of familiarity with the tasks, most do not. The three primary projects include writing two grants, conducting an in-service for colleagues, and a home/school/community outreach project. All focus on literacy. They consider these projects worthwhile and "real-world." Yet, these projects are very different from what they have been asked to do in their previous coursework. They do become anxious about the assignments; however, at this point in the program, it is the next step in becoming a literacy leader. Many do not view themselves as literacy leaders in their grade level or building or district at this point. Through course readings and assignments (and my support), they blossom into this new role during the semester. My goal is for each of them to view themselves as a literacy leader and advocate.
Social
As teachers and graduate students, these learners are respectful and cooperative. They are excited about graduating with a MS degree and new certification. The end of the program is within reach. Most of the students are acquainted with a small group within the section, having completed face-to-face classes together on the Macomb campus or the QC campus. But there will be new faces, new people to meet within each section. They are middle class and their role models tend to be former professors, children's literature authors, and/or reading researchers (experts in the literacy field).