Professional Documents
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Target Group: The group of learners selected consists of eighth grade students ranging
from ages 13-15. The students are heterogeneously grouped and represent a broad range
of learner characteristics. These learners are identified as being in what is known as
Piaget’s concrete to formal operational stages of development. Characteristics from the
target learners are as follows:
Target Population
Student Gender Race Age Exceptionality First
Number Language
1 M W 13 None English
2 M B 13 None English
3 M H 15 ESOL Spanish
4 M W 13 ADD English
5 F B 13 None English
6 F B 13 None English
7 F W 13 None English
8 F W 14 ADD English
9 M B 13 None English
10 F B 13 None English
11 F H 13 None English
12 M W 13 Gifted English
Learner Characteristics of Target Population
Summary:
The target population consists of 6 males and 6 females. There are 5 Caucasian
students, 5 African-American students, and 2 Hispanic students. Two students are
ADD and one student is gifted.
According to my survey, 6 students are visual learners, 4 kinesthetic learners, and
2 students are auditory learners. The teacher should incorporate a variety of learning
opportunities in order to accommodate the diverse needs of the students’ learning
preferences.
Students were asked to circle their favorite and least favorite subject as a means of
assessing student’s attitudes and interests. Three students chose Reading as a favorite
subject, one chose Social Studies, four chose Math, one student chose English, and
three students chose Science as their favorite subject. I found it interesting that the
Hispanic male chose Math as a favorite subject. He does seem to comprehend
numbers much better than letters. His least favorite subject is English, which does
tend to be more challenging for him given that he speaks very little English.
Four students chose Math to be their least favorite subject, three chose English,
one chose Science, two chose Social Studies, and two chose Reading. Given the data
acquired from students, there seems to be a variety of learning styles and preferences
among the group.
Most students prefer to work in groups (especially kinesthetic learners). While 3
students prefer working alone and 3 prefer working with partners, an attempt will be
made to allow students the choice of how to prepare their work. The teacher will
vary instructional strategies to accommodate all students. Seven out of twelve
students prefer reading fictional books.
A teacher interview was conducted to identify the special needs of students. The
following table shows the individual criteria for students.
The student survey was designed to determine the learners’ interests and attitudes
towards subject areas and ideas. The ARCS Model will be used as a guide when
drawing further insight into student motivation.
o Confidence: The students will gain confidence at the beginning of the unit
through the use of clearly defined objectives and understanding the standards and
guidelines. The teacher will provide positive feedback and reinforcement
strategies throughout the unit to ensure all students possess the confidence
required from beginning to end.
Learning Objectives
Given a computer with internet access, students will (1)use a webquest to research
relevant information about the events surrounding the murders of Andrew and Abby
Borden, (2) plan, draft, and revise a persuasive essay either defending or prosecuting the
defendant, Lizzie Borden, (3) create a PowerPoint presentation depicting the key figures
involved in the Lizzie Borden trial, and 4) perform a mock presentation as a prosecuting
or defense attorney that must convince a “jury” of Lizzie’s guilt or innocence while
demonstrating at least 90% accuracy in spelling and 95% accuracy in the correct use of
capitalization and punctuation of their “closing arguments”.