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Assignment 1 Merritt

Assignment 1 Merritt

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Published by Melissa Merritt

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Published by: Melissa Merritt on Mar 21, 2011
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Melissa Merritt -- Summer 2008 -- FRIT 7430Assignment 1: Learner Analysis
Target population
The group of learners is currently enrolled at South Georgia College in Douglas, Georgia.The ages ranged from 18 to 32. They were students in an American history class that examinedthe United States since 1865. This is pertinent to my study because I teach history myself. Thestandard that I chose also focuses on examining World War II and certain aspects of theaftermath of that tragic occurrence.
My standard / goal:
Standard 2 The student who is information literate evaluatesinformation critically and competently.
The student who is information literate weighs information carefullyand wisely to determine its quality. That student understandstraditional and emerging principles for assessing the accuracy,validity, relevance, completeness, and impartiality of information.The student applies these principles insightfully across informationsources and formats and uses logic and informed judgment toaccept, reject, or replace information to meet a particular need.
Indicator 1.
Determines accuracy, relevance, and comprehensiveness
Indicator 2.
Distinguishes among fact, point of view, and opinion
Indicator 3.
Identifies inaccurate and misleading information
Indicator 4.
Selects information appropriate to the problem or question at hand
Standard - SSWH18SWH18 The student will demonstrate an understanding of the global political, economic and socialimpact of World War II.
a. Describe the major conflicts and outcomes including Pearl Harbor, El-Alamein, Stalingrad, D-Day,Guadalcanal, the Philippines, and the end of the war in Europe and Asia.b. Identify Nazi ideology, policies, and consequences which led to the Holocaust.c. Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), theSoviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam andthe impact on the nations of Eastern Europe.d. Explain allied Post-World War II policies including formation of the United Nations, the Marshall Planfor Europe, and McArthur's plan for Japan.
2. Characteristics of learners
Because the target population consisted of adult learners, I approached the study differentlythan the examples that were given because of a lot of the content in the examples were notpertinent to adults. I tried to gauge student’s interest in history, their motivation to do the work,and outside factors that might affect their performance in the class. Out of the ten studentssurveyed, only one was completely not interested in history. Half of the students say that their attitude toward history is that they have to take it because it’s required. Two of the students havefailed the class before.Students were also asked if they worked or not, because a full-time job can put a great deal of strain on one’s study time. The professor of the class could only allow me to take up a limitedtime so I did not administer a modality test. I operated under the assumption that most peopleshould know how they learn best if they have advanced to the college level.
3. Gardner’s Multiple Intelligences
The adult students represented several of the intelligences as outlined by Gardner. Three of the students were intrapersonal. Three of the students were bodily – kinesthetic. Only twostudents were musical. Logical - mathematical and interpersonal only had one student each. Inorder to facilitate the transfer of knowledge and understanding I will have to use a multi-facetedapproach to appeal to these different intelligences.
4. Accommodations for Special Needs
None of the students had learning disabilities. If a student did have a learning exceptionality,I would work one on one to cater to that need. I would give out lecture outlines ahead of time tothe student so they would know what to expect. I would cater my lectures to address their specific needs. I would make an assessment for them that would fairly reflect theiunderstanding of the material. I would encourage them to seek tutoring or other outside help andI would allow them to take their test in a quiet environment with no time limitations. I wouldopen up a dialogue so that students can discuss how they learn and offer suggestions of lessonplans and activities that would suit them best.

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