Professional Documents
Culture Documents
Dottie Barrow
Information Literacy Standard 8 – The student who contributes positively to the learning
community and to society is information literate and practices ethical behavior in regard to
Learner Analysis:
Target Audience – The group of learners selected consists of eighteen 6th grade students. The
students are heterogeneously grouped (7 male and 11 female) and represent a broad range of
characteristics.
range of learner characteristics and preferences. The characteristics reviewed were gender, race,
age, favorite subject, social preference, attitude toward computers, research skills knowledge and
understanding of fair use. See Chart # 1 for individual learner characteristics supporting data
from the target learners. Also, see the “Learner Survey” given to the students on page 12.
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e
3 F C 12 Math No Group Positive Yes
4 F C 12 Science No Group Positive Yes
e
9 F C 12 Math No Group Positive Yes
10 F C 11 Math No Group Positive Yes
11 M C 11 History No Group Positive Some
12 F C 12 Spanish No Group Positive Yes
13 F H 12 Science No Authority Positive Yes
14 M C 11 Spanish No Group Positive Yes
15 M C 11 History No Group Positive Some
16 F C 12 Math No Group Positive Yes
17 F C 12 Science No Group Positive Yes
18 M C 11 History No Group Positive Yes
3 History
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The students have a variety of subject likes and dislikes. Four students listed Spanish as a
favorite subject. Those four students also had research skills knowledge so they will be targeted
as leaders in this particular project. The social preference is working in groups for most of the
students. This is a project that would work well in partners which would meet the social
preference for most of the target learners. The teacher will be available for guidance for the two
students who prefer more teacher involvement. All of the students have a positive attitude
toward computers. They have had at least one year of keyboarding and many of the students
have had as many as three years of keyboarding. They are familiar with the research process.
Building on their knowledge of the research process and focusing on citing sources will make
this project/unit of study a logical stepping stone toward a complete understanding of the ethical
Educational Level – The students are in the 6th grade. Frederica Academy is an independent,
coeducational, college preparatory school serving grades Pre-K through 12. Records were
reviewed to find out the academic levels of the students. The teacher was interviewed to find out
the special needs and accommodations of the students. See Chart #2 for the educational level
Student # ITBS Reading Grade Equivalent ITBS Language Grade Equivalent Special
Needs
1 13+ 13+
2 13+ 9.8
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3 12.8 13+
4 8.5 9.3
5 6.9 7.4 ADHD
6 5.6 6.6
7 7.6 4.8
8 10.4 11.1
9 13+ 10.4
10 8.5 13+
11 9.0 7.1 ADHD
12 6.9 11.1
13 10.4 9.6
14 10.7 11.4
15 12.0 10.7
16 8.3 10.6
17 7.4 12.2
18 8.9 7.8
Academic Summary:
Reading Levels
Below Level: 1 On Level: 2 Above Level: 15
The majority of the students are above the sixth grade reading level.
Language Levels
Below Level: 1 On Level: 2 Above Level: 15
The majority of the students are above the sixth grade language arts level.
Special Needs
ADHD: 2 students
Gifted – Frederica Academy does not test for gifted
Two students have been diagnosed with Attention Deficit hyperactivity Disorder and take
Seat the student close to the teacher to allow the teacher to assist the student in
staying on task
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Provide headphones when students are in the computer lab to cut down on
distractions
Although there are no other special needs for this group of learners, the following is a proposal
1. Visually Impaired –
Call the student by name when you want to get their attention
Strategies for Teaching Students with Vision Impairments. (2005, April 25). Retrieved May 27,
Peer tutor
Behrmann, M. M. (1995). Assistive Technology for Students with Mild Disabilities. Retrieved
http://www.teachervision.fen.com/assistive-technology/teaching-methods/3791.html?
detoured=1
3. ESOL
Haynes, J. (2009). Teaching Tips. Retrieved May 27, 2009, from Everything ESL Web site:
http://www.everythingesl.net/inservices/
Gardner’s Multiple Intelligence Test (See the Survey on page 10 and 11)
A questionnaire was used to determine the different learning styles of the students. The
questionnaire addressed seven of the nine aspects of intelligence identified by Gardner. The
results list the top intelligence type for each of the 18 students. In the case of a tie, the results
Linguistic – 0
Logical/Mathematical – 1
Musical – 2
Bodily/Kinesthetic – 7
Spatial/Visual – 4
Interpersonal – 5
Intrapersonal – 0
The majority of the students have a bodily/kinesthetic learning style preference. Activities that
involve moving and doing would be best for this type of learner. Interpersonal learning style was
also popular among the target learners. Activities that allow the learners to work with partners or
in a group would work well with this type of learner. Spatial/Visual was also a common learning
preference among the group of learners. These learners would benefit from visual images,
Although this analysis only looks at the top learning style of each of the 18 learners, most of the
learners were high in other learning preferences as well. A lesson that reaches the learning
The class consists of 16 Caucasian students and two Hispanic students. Both the Hispanic
students were born in America and both they and their parents are fluent in English. Since the
subject is multicultural itself, I don’t feel that there is a need to try to tie in another culture to the
topic. It is, however, important to help students who might struggle with the English language to
understand a lesson.
1. One method of working with culturally diverse students is to create a positive atmosphere for
2. Another method to meet the student’s needs is to use the technology that this generation of
learners has grown up with. Using the technology to teach a lesson increases the motivation of
most students.
Haynes, J. (2006). DSL -Digital as a Second Language. Retrieved June 2, 2009, from Everything
http://www.everythingesl.net/inservices/dsl__digital_second_language_11955.php
Haynes, J. (2004). Graphic Organizers for Content Instruction. Retrieved June 2, 2009, from
http://www.everythingesl.net/inservices/graphic_organizers.php
The ARCS model was used to identify and describe specific motivational strategies that are
Attention – One method of grabbing the learner’s attention that would be affective is using a
specific example of what is expected as the finished product. The students will be creating
PowerPoints of South American countries. Exciting images of the culture and YouTube video
Relevance – The lesson will be meaningful because the students recently finished a unit on the
geography of South America. By giving the students some freedom to choose a country and
create a presentation on the culture, fashion, tourist attractions, popular sports and other points of
interest to them, they will be building on prior knowledge of South American countries. They
Confidence – All of the students are comfortable with computers, research, and PowerPoint, so
they should feel confident that they will be successful with this project. A rubric with specific
requirements will be given to the students. Scheduled lab time will also be factored in so that
they will have sufficient time to work on the project during class with teacher feedback.
Satisfaction – The learners should feel a sense of satisfaction because they will use a familiar
technology (PowerPoint) to present their research to the class. They will receive feedback and
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reinforcement for their work and should feel a sense or satisfaction about their learning since
Name_________________________
Learner Survey
Male Female
10 11 12 13
Yes No
Yes Some No
Yes No